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R  A425  St7  1 920      A  general  outline  an 


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T,  A.  STOREY 
Executive  Secretary,  United  Slaters  Interdepartmental 


1 


College  of  ^tpsiciansf  anb  ^urgeong 


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A    GENERAL    OUTLINE 

-  and  - 

SYLLABUS  ON  HYGIENE 


By 

T.  A.  STOREY,  M.  D.,  Ph.  D. 

Secreiary-General,  Fourth  International  Congress  on  ~ 
School  Hygiene.  Buffalo,  1913 

Professor  of  Hygiene,  College  of  the  City  of  New  Yorl^ 

Inspector  of  Physical  Training,  Military  Training  Commission, 
Stale  of  New  York 

Executive  Secretary,  United  Slates  Interdeparlmental 
Social  Hygiene  Board,  Washington,  D.  C. 


WASHINGTON 

Preliminary  Edition  :  September,  1919  —  Revised  Edition:  June,  1920 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 

1920 


CONTENTS. 


Page. 
A  Gexekal  Sylt.abus  outlining  the  subject  material  to  be  covered  in  four 
college  terms  of  approximately  16  weeks  each: 

Introduction 5 

Definitions  of  the  main  divisions  of  hygiene 8 

A  word  to  the  teacher  and  to  the  student 9 

PART   1. 

Syllabus  on  general  hygiene 11 

Syllabus  on  individual  hygiene 17 

Syllabus  on  group  hygiene 19 

Syllabus  on  intergroup  hygiene 32 

References  on  general,  individual,  group,  and  intergroup  hygiene 38 

PART   2. 

A  SrppLEMENTARY  SYLLABUS  showiug  in  detail  the  places  in  the  syllabi 
on  general  hygiene,  individual  hygiene,  group  hygiene,  and  intei group 
hygiene,  in  which  the  professor  of  hygiene  or  the  special  teacher  of 
hygiene  may  develop  his  class  program,  "  emphasizing  with  appropriate 
and  due  proportion  and  with  proper  tact  and  persistency  the  serious 
importance  of  the  venereal  diseases,  their  causes,  carriers,  and  preven- 
tion," in  accordance  with  the  agreements  that  now  exist  between  cer- 
tain normal  schools,  colleges,  and  universities  and  the  United  States 
Interdepartmental  Social  Hygiene  Board 53 

PART    3. 

Supplementary  Syllabi  on  special  group  and  intergroup  hygiene  for  the 

u.se  of  the  professor  of  hygiene  or  the  special  teacher  of  hygiene 79 

Division  1. — Special  group  lnjgiene — 

I.  Domestic  hygiene 79 

II.  School  hygiene 81 

III.  College  and  university  hygiene 85 

IV.  Occupational  hygiene 88 

V.  Institutional  hygiene 90 

Division  2. — Special  intergroup  hygiene — 

I.  Rural  intergroup  hygiene 95 

II.  Municipal  hygiene  (village  and  city) 98 

III.  State  intergroup  hygiene 100 

IV.  National  intergroup  hygiene 102 

V.  Military  and  naval  hygiene 105 

VI.  International  hygiene 108 

(3) 


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A  GENERAL  OUTLINE  AND  SYLLABUS  ON  HYGIENE. 


INTRODUCTION. 

"  Sec.  6.  That  there  is  here  appropriated  *  *  *  the  sum  of  $300,000 
which  shall  be  paid  to  such  universities,  colleges,  or  other  suitable  institutions 
or  organizations  as  in  the  judgment  of  the  Interdepartmental  Social  Hygiene 
Board  are  qualified  for  scientific  research,  for  the  puii30se  of  discovering  and 
developing  more  effective  educational  measures  in  the  prevention  of  venereal, 
diseases     =^'     *     */ 

This  general  outline  and  syllabus  on  general,  individual,  group, 
and  intergroup  hygiene  has  been  issued  for  the  assistance  of  those 
educational  institutions  that  are  cooperating  with  the  United  States 
Interdepartmental  Social  Hygiene  Board  for  the  purpose  of  dis- 
covering and  developing  more  effective  educational  measures  in  the 
l^revention  of  venereal  diseases.  Each  of  these  institutions  is  under 
obligation  to  organize,  or  complete  the  organization  of,  "  a  department 
of  hygiene,  the  curriculum  of  which  shall  include  courses  and  confer- 
ences in  informational  hygiene,  and  courses,  conferences,  and  train- 
ing in  the  applications  of  hygiene,  emphasizing,  w^ith  appropriate 
and  due  proportion  and  with  proper  tact  and  persistency,  the  serious 
importance  of  venereal  diseases,  their  causes,  carriers,  and  preven- 
tion, and  emphasizing  at  the  same  time  the  other  important  facts 
and  applications  of  general  hygiene,  individual  hygiene,  group  hy- 
giene, and  intergroup  hygiene."^ 

Each  of  these  institutions  will  develop  its  own  programs  and  syl- 
labi for  the  several  divisions  of  activity  covered  by  its  department  of 
hygiene  in  accordance  with  its  agreement  with  the  board.  No  in- 
stitution is  under  obligation  to  use  this  particular  syllabus  for  its 
courses  in  general,  individual,  group,  and  intergroup  hygiene.  Each 
of  these  departments  of  hygiene  will  develop  its  own  more  detailed 
presentation  of  these  subjects,  using  the  plan  and  the  subject  organi- 
zation of  this  syllabus,  if  such  usage  seems  wise.  The  directors  of 
these  departments  of  hygiene  Avill  supply  the  board  with  copies  of 
their  own  syllabi  on  general,  individual,  group,  and  intergroup  hy- 
giene, and  it  is  expected  that  the  board  will  be  given  the  benefit  of 
such  criticisms — especially  constructive  criticism — as  the  various  ex- 

1  Taken  from  sec.  6  of  Ch.  XV,  Pnb.  No.  in.S,  65th  Cong.,  Army  appropriation  bill  of 
.Tuly  9,  1918. 

-  From  Regulations  govornin.!;-  the  Edncatinnal  Research  and  Development  Fund  of  the 
United  States  Interdepartmental  Social  ITyuicne  Board,  par.  5,  p.  4. 

(0) 


6 

pertly  qualified  teachers  in  these  seA^eral  institutions  may  develop  in 
relation  to  this  syllabus. 

This  s^dlabus  has  been  organized  to  cover  four  college  terms  of 
approximately  16  weeks  each.  Each  of  the  four  major  divisions  of 
the  syllabus  may  be  used  for  a  two-hour  course  in  a  single  term.  It 
is  assumed  that  one  hour  of  class  work  calls  for  aj^proximately  two 
hours  of  preparation  by  the  student.  With  these  facts  in  mind,  the 
professqr  or  special  teacher  of  hygiene  will  fill  in  his  own  details, 
develop  his  special  emphases,  and  organize  his  class  procedures, 
demonstrations,  illustrations,  graphic  material,  experiments,  field 
Tvork,  quizzes,  and  assigned  work  to  fit  the  needs  of  his  own  schedule 
and  his  own  student  groups. 

It  is  obvious  that  general  hygiene  should  be  the  first  subject  cov- 
ered, and  then  that  the  applications  of  the  general  laws  of  hygiene 
to  the  individual,  the  group,  and  then  to  associations  of  groups  form 
a  logical  sequence  for  the  presentation  of  these  main  divisions  of 
hygiene.  General  hygiene  is  concerned  with  the  scientific  facts  that 
Iiear  on  health.  Individual  hygiene  has  to  do  with  the  applications 
of  these  facts  to  the  health  welfare  of  the  individual.  Group  hy- 
giene is  concerned  with  the  application  of  these  laws  for  the  health 
w^elfare  of  groups  of  individuals  living  together  for  periods  of  time, 
as  in  the  home  group,  the  school  group,  the  factory,  or  the  reforma- 
torj.  Intergroup  hygiene  applies  the  laws  of  hygiene  to  the  health 
welfare  of  many  groups  more  or  less  intimately  related  to  each  other 
and  dependent  upon  each  other,  as  in  the  rural,  village,  or  city  com- 
munity, or  in  the  State  or  the  Xation. 

The  second  division  of  part  1  of  this  syllabus — individual  hy- 
giene— would  appear  at  first  sight  to  be  disproportionatelj^  small. 
A  closer  examination,  however,  will  discover  the  fact  that  its  details 
call  for  a  considerable  expansion  by  the  teaclier.  For  instance,  it  is 
obvioush^  unnecessary  in  this  syllabus  to  expand  to  its  logical  limit 
the  physiological,  hygienic,  and  other  considerations  that  must  be 
considerably  developed  by  the  teacher  in  his  class  work  on  "  indi- 
vidual health  examinations  and  advice  "  or  "  the  elements  of  human 
physiology  "  in  connection  with  the  care  of  the  body  and  its  organs. 

The  subject  matter  of  individual  hygiene,  group  hygiene,  and  inter- 
group hygiene  falls  very  logically  into  several  main  divisions.  These 
divisions  have  been  designated  in  this  syllabus  as:  Educational 
hygiene,  informational  hygiene,  defensive  hygiene,  and  constructive 
hygiene. 

The  important  subdivisions  of  defensive  hygiene  are:  Protective 
hygiene,  preventive  hygiene,  remedial  hygiene,  and  aggressive 
hygiene. 

Educational  hygiene  is  the  instruction  or  training  in  hygiene  that 
leads  to  the  formation  of  habits  of  good  judgment  in  matters  that 


relate  to  health  and  to  the  formation  of  good  habits  of  conduct. in 
relation  to  the  preservation  of  health. 

Informational  hygiene  is  concerned  with  the  acquisition  of  accu- 
rate and  scientific  knowledge  relative  to  hygiene,  and  it  is  concerned 
also  with  the  various  methods  that  are  effective  for  the  distribution 
of  this  knowledge. 

The  term  "  defensive  hygiene "  needs  no  explanation  other  than 
that  connected  with  the  definitions  of  its  subdivisions,  which  follow. 
Protective  hygiene  is  a  subdivision  of  defensive  hygiene  and  deals 
with  the  passive  measures  that  may  be  adopted  for  the  care  of  the 
body  and  its  organs,  such  as  the  building  and  equipment  of  habita- 
tions or  the  wearing  of  clothes,  the  habit  of  washing  one's  hands,  and 
chewing  one's  food  well,  and  so  on.  This,  of  course,  is  a  very  large 
subdivision  of  hygiene.  Preventive  hygiene  includes  more  active 
procedures,  such  as  vaccination  or  inoculation  for  the  prevention  of 
smallpox  or  typhoid  fever  or  other  diseases.  The  habits  of  cheerful- 
ness and  happiness  belong  to  preventive  hygiene,  especially  to  pre- 
ventive mental  hygiene.  Remedial  hygiene  covers  first  aid  and 
emergency  treatment,  medical  and  surgical  care,  nursing,  dentistry, 
and  so  on.  Aggressive  hygiene  is  a  term  that  applies  best  to  group 
or  intergroup  procedures  that  are  concerned  with  the  eradication  of 
disease,  using  the  word  "  disease  "  in  a  very  broad  sense.  A  "  safety- 
first  "  campaign  is  a  part  of  intergroup  aggressive  hygiene.  The 
campaign  against  venereal  diseases  that  was  developed  so  vigorously 
during  the  Great  War  was  a  powerful  piece  of  intergroup  aggressive 
hygiene. 

Constructive  hygiene  covers  those  parts  of  hygiene  that  have  to 
do  with  growth,  development,  and  the  improvement  of  physiological 
functions.  It  includes  nutrition,  play,  recreation,  exercise  and  ath- 
letics, work,  and  rest. 

The  use  of  this  framework  or  outline  described  above  is  recom- 
mended not  only  for  the  larger  divisions  of  practical  hygiene,  but  also 
such  subdivisions  of  group  hygiene  as  domestic  hj^giene,  school  hy- 
giene, or  institutional  hygiene,  and  for  such  subdivisions  of  intergroup 
hygiene  as  rural  hygiene,  municipal  hj^giene.  State  hygiene,  or  na- 
tional hygiene. 

This  general  outline  and  syllabus  on  hj^giene  is  taken  very  largely 
from  publications  developed  by  the  author  in  connection  with  his 
work  in  the  department  of  hygiene  of  the  College  of  the  City  of  New 
York  and  in  connection  with  the  formation  and  application  of  the 
syllabus  on  physical  training  proposed  by  the  Military  Training  Com- 
mission of  the  State  of  New  York  and  adopted  by  the  regents  of  the 
University  of  the  State  of  New  York  for  use  in  all  the  schools  of  that 
State.  It  is  hoped  that  the  normal  schools,  colleges,  and  universities 
cooperating  with  the  United  States  Interdepartmental  Social  Hy- 


giene  Board  will  make  free  use  of  the  material  contained  in  this 
general  outline  and  sjdlabus  on  hygiene,  giving  such  credit  as  may 
be  deserved  to  the  United  States  Interdepartmental  Social  Hygiene 
Board  and  to  the  author  for  having  placed  it  at  their  disposal. 

The  United  States  Interdepartmental  Social  Hygiene  Board  has 
made  its  various  appropriations  to  normal  schools,  colleges,  and 
universities,  assisting  them  in  the  organization  of  departments  of 
hygiene  'and  in  the  organization  of  programs  for  those  departments 
under  the  strong  conviction  that  the  educational  influences  of  these 
departments  will  be  such  as  to  produce  a  citizenship  possessed  of  a 
wiser  judgment  in  matters  that  relate  to  healthy  a.  tnore  accurate  in- 
formation concerning  facts  that  relate  to  the  preservation  of  hecdth^ 
arid  safer  habits  of  defensive  and  constructive  hygiene.  The  board 
believes  that  no  program  of  education  in  matters  of  hygiene  is  com- 
plete that  does  not  include  the  venereal  diseases  and  does  not  present 
accurate  facts  concerning  the  causes  of  those  diseases,  their  carriers, 
and  the  effective  defense  of  the  individual,  the  home,  and  the  com- 
munity against  their  ravages.  Xo  institution  cooperating  with  the 
board  under  this  fund  can  do  less  than  emphasize  these  facts  in  ap- 
propriate places  and  by  proper  methods  in  the  various  activities  that 
make  up  its  institutional  program. 

•  If  there  is  an  accurate  way  through  which  to  secure  a  measurement 
of  the  influence  and  the  value  of  these  departments  of  hygiene,  that 
procedure  should  eventually  demonstrate  that  these  departments 
educate  men  and  women  to  live  longer  and  happier  and  to  be  physi- 
ologicalh'  more  productive:  to  be  wiser  and  better  teachers  of  hygiene 
in  their  own  families  and  in  their  relations  with  other  human  beings ; 
and  to  be  relatively  more  free  from  the  preventable  and  avoidable 
diseases,  including  gonorrhea  and  syphilis,  two  diseases  that  are 
incapacitating  so  mam^  human  beings  and  destro^dng  so  many  lives 
as  to  rank  them  among  the  verv  greatest  enemies  of  mankind. 


-..'  t? 


DEFINITIONS  OF  THE  MAIN  DIVISIONS  OF  HYGIENE. 

Hygiene:  The  science  and  the  art  of  preserving  health.  "A  part  of 
the  wisdom  of  the  Egjq^tians  at  least  1500  B.  C." 

General  hygiene:  The  natural  laws  that  govern  health.  The  science 
of  hygiene  includes  scientific  information  concerning  the  agents 
that  injure  health,  the  contributory  causes  of  poor  health,  the  car- 
riers of  disease,  the  defenses  of  health,  and  the  producers  of  health 
(constructive  hygiene). 

Individual  hygiene:  The  applications  of  the  natural  laws  of  hygiene 
for  the  health  welfare  of  the  individual. 

Group  hygiene:  The  applications  of  the  natural  laws  of  hygiene  for 
the  health  welfare  of  groups  of  individuals,  the  members  of  a 


9 

group  being  associated  more  or  less  intimately  with  each  other  for 
considerable  periods  of  time  under  common  environmental  influ- 
ences, common  hygienic  advantages  and  disadvantages,  and  under 
common  health  responsibilities  and  regulations.  Includes  the  hy- 
giene of  such  groups  as  the  family,  the  school,  the  occupations,  and 
certain  public  institutions. 
Intergroup  hygiene:  The  application  of  the  natural  laws  of  hygiene 
for  the  health  welfare  of  associated  groups  of  humans,  the  several 
groups  being  dominated  by  common  interests,  exposed  to  common 
health  dangers,  and  competent  to  establish  and  enforce  common 
standards  of  individual  and  group  responsibility  for  community 
health.  Includes  the  hygiene  of  the  rural  community,  the  village, 
the  city,  the  town  or  township,  the  county,  the  State,  the  Nation, 
and  alliance  of  nations. 

A  WORD  TO  THE  TEACHER  AND  TO  THE  STUDENT. 

A  slacker  is  a  human  who,  being  able,  fails ;  one  who  can  but  does 
not  try ;  one  who  could  but  does  not  "  deliver  the  goods." 

There  never  has  been  a  place  for  such  men  and  for  such  women; 
but  the  dead  weight  of  their  burden,  the  size  of  their  useless  expense, 
and  the  extent  of  their  damage  to  the  community  and  to  the  Nation 
is  felt  more  to-day  than  ever  before,  and  we  are  in  no  mood  for  such 
company. 

It  is  possible  to  be  a  teacher  slacker  or  a  student  slacker.  There 
may  be  civilian  slackers  and  there  may  be  soldier  slackers.  The  type 
of  one's  occupation  does  not  exclude  him  from  the  class. 

The  program  of  instruction  in  hygiene  outlined  in  this  syllabus  is 
for  the  teacher  and  for  the  student  who  proposes  to  make  good.  Its 
usefulness  depends  upon  the  determination  of  each  to  "  deliver  the 
goods." 

A  successful  instruction  in  hygiene  means  fewer  men  in  the  civilian 
or  military  discard,  less  sickness,  fewer  postponable  deaths,  longer 
lives,  greater  national  human  resource,  and  larger  national  happi- 
ness. But  there  can  be  no  successful  instruction  in  and  no  adequate 
realization  of  these  possibilities  if  either  the  teacher  or  the  student  is 
a  slacker. 

The  effective  presentation  of  this  subject  may  be  accomplished 
through  recitations,  discussions,  and  quizzes,  written  exercises,  in- 
spections, and  conferences.  Lectures,  demonstrations,  lantern  slides, 
and  motion  pictures  may  serve  a  useful  purpose  if  employed  without 
reducing  the  necessity  for  thoughtful  study  on  the  part  of  the  student 
and  instructor.  Informational  hygiene  is  not  of  much  use  unless  it 
in  some  way. becomes  applied  hygiene.  The  instructor  is  wholly 
justified  in  holding  his  pupil  responsible  for  the  practice  of  a  reason- 


10 

able  degree  of  good  individual  hygiene.  Poor  posture,  unclean  wear- 
ing apparel,  dirty  fingernails,  skin,  or  hair,  poor  dental  hygiene, 
uncorrected  visual  defects,  unsatisfactory  care  of  the  feet,  poor 
muscular  condition,  and  so,  on,  are  within  reasonable  limitations, 
evidences  either  of  poor  instruction  or  of  poor  application  by  the 
student  and  should  be  treated  and  recorded  as  such.  Every  recita- 
tion should  require  a  thoughtful  and  careful  preparation  from  the 
student  and  from  the  instructor. 

Instruction  concerning  the  facts  of  general  hygiene  and  their  prac- 
tical application  in  individual  Iwgiene  and  in  group  hygiene  and 
intergroup  hygiene  as  contemplated  in  this  outline  and  sjdlabus, 
involves : 

A  persistent  emphasis  of  health  as  a  national  resource — of  man 

power  and  of  woman  power  as  a  national  asset ; 
An  insistence  that  individual  health  is  a  serious  patriotic  duty 

and  a  compelling  social  obligation ; 
An  impressive  reiteration  of  the  supreme  importance  of  saving 
the  enormous  amount  of  time,  productivity,  resource,  and 
happiness  lost  in  peace  time  and  in  war  time  on  account  of 
avoidable    accident,    preventable    disease,    and    remediable 
physical  defect; 
A  constant  repetition  that  will  drive  home  the  disturbing  fact 
that  we  lose  every  day  in  peace  or  in  war  the  services  of  an 
enormous  army  of  men  and  women  because  of  physical  de- 
fect, poor  health,  avoidable  accident,  preventable  disease, 
and  postponable  death : 
A  convincing  statement  and  restatement  of  the  fact  that  national 
health  depends  equally  upon  the  health  habits  of  the  indi- 
vidual on  the  one  hand  and  upon  those  of  the  community  on 
the  other,  and  that  the  health  progress  of  neither  can  go  very 
far  without  the  other ; 
A  deliberate  and  persistent  effort  to  secure  a  compelling  realiza- 
tion by  the  student  of  the  fact  that  poor  development,  inca- 
pacity, inadequac}',  poor  health,  and  sickness  are  usually  a 
man's  own  fault ; 
The  establishment  of  an  ideal  that  will  not  permit  the  individual 

to  expose  himself  uselessly  to  disabilitj^  or  disease; 
The  cultivation  of  a  biting  conscience  that  will  sting  as  against 
the  accusation  of  being  a  slacker  or  a  spy  whenever  a  man 
yields  to  the  temptation  of  being  needlessly  sick,  as  with 
gonorrhea  or  syphilis,  or  becomes  voluntarily  unht  for 
peace-time  or  war-time  service,  as  with  drunkenness  or 
sexual  excess,  or  in  any  other  way  "  aids  the  enemy  "'  through 
habits  that  take  his  strength,  put  him  out  of  condition,  and 
makes  him  a  burden  to  those  about  him. 


PART  1. 

SYLLABUS  ON  GENERAL  INDIVIDUAL  GROUP  AND  INTERGROUP 

HYGIENE. 

Division  1.— GENERAL  HYGIENE. 
I.  THE  AGENTS  THAT  INJURE  HEALTH. 

1.  The  inanimate  agents  that  injure  health. 

(a)  Mechanical  agents.  The  source  of  many  accidents,  mili- 
tary and  civil;  postural  defects  and  many  precancerous 
irritations. 

{h)  Physical  agents,  such  as  heat,  cold,  variations  in  atmos- 
pheric pressure,  light,  X  ray,  and  electricity. 

(c)   Chemical  agents.    Industrial  and  military;  drugs. 

2.  Animate  agents — Pathogenic  organis77is. 

(a)  Bacteria.  Elementary  facts  of  morphology,  habitat,  re- 
production, avenues  of  entry  into  the  tissues,  influences 
on  the  human  host,  conditions  modifying  infection, 
elimination,  etc. ;  stress  particularly  the  common  patho- 
gens of  respiratory,  intestinal,  and  venereal  diseases. 

(h)   Higher  plants. 

(c)  Protozoa.    Cover  biology  of  the  protozoa  as  completely  as 

with  the  bacteria,  giving  special  attention  to  the  com- 
mon and  more  dangerous  forms. 

(d)  Higher  animal  parasites  (metazoa).    Cover  only  parasites 

of  importance,  such  as  the  hookworm  and  the  trichina. 
S.  Physiological  in^uences. 

(a)  The  hygiene  of  heredity.  The  vehicle  of  inheritance,  the 
limitations  of  heredity,  racial  heredity,  family  heredity, 
the  problems  that  arise  from  what  the  individual  in- 
herits and  the  problems  that  may  arise  from  what  he 
transmits,  emphasizing  particularly  the  influences  of 
alcohol  and  syphilis.  Hereditary  disease  distinguished 
from  congenital  disease. 

(5)   Prenatal  hygiene.     The  development  of  the  human  from 
the  union  of  two  cells;  influences  that  affect  the  health 
of  the  unborn  babe ;  the  hygiene  of  childbirth ;  impor- 
tance of  alcohol  and  venereal  disease. 
(11) 


12 

3.  Physiological  in^ueiices — Continued. 

(c)  Age.     Infancy,  childhood,  adolescence,  maturity,  old  age. 

{d)   Sex. 

{e)  The  secretions  that  may  affect  health  through  excess,  de- 
ficiency, or  absence. 

(/)  Emotional  influences  (mental  hygiene),  such  as  anger, 
rage,  fear,  apprehension,  obsession,  nervous  excitement 
^        ("shell  shock.''  neuroses),  sex  emotion. 

{g)  Xeuro-muscular  activit}^ — excess,  as  in  writer's  crump, 
fatigue. 

( A )   Other  functional  excesses. 

4.  Deficiencies  and  deprivations. 

The  nature  and  the  importance  of  the  deprivations  and  defi- 
ciencies that  injure  health:  health  values  of  oxygen,  water, 
food  and  food  factors,  work.  play,  recreation,  cheerfulness, 
and  rest,  and  the  injuries  that  may  be  due  to  their  insuffi- 
ciency or  absence. 

5.  The  unknown  agents  that  injure  liealtli: 

(a)   The  filterable  and  ultramicroscopic  viruses  and  their  im- 
portance. 
(&)   The  nature.  preA'ention.  and  treatment  of  cancer. 

11.  THE  CARRIERS  OF  PATHOGENS. 

1.  The  human  carrier  in  health.,  while  sick,  and  after  recovery  from 

disease : 
(a)  Dissemination  of  pathogens  by  way  of  the  excretions  and 
discharges  from  the  respiratory  tract;  organisms  elimi- 
nated in  health,  during  disease,  and  after  recovery; 
methods  of  elimination  and  transmission  and  conditions 
faA'oring;  importance. 
(h)  Dissemination  by  way  of  discharges  from  the  eyes  and  the 
ears  in  health  and  disease. 

(c)  Dissemination  by  way  of  the  intestinal  tract:  importance. 

(d)  Dissemination  by  way  of  the  genito-urinary  tract:  im- 

portance. 

(e)  Dissemination  by  way  of  the  skin:  surface  contamina- 

tions and  punctures  by  blood-sucking  insects :  opportu- 
nities for  insects  to  secure  pathogens  from  or  through 
the  skin. 
(/)   Importance  of  the  human  carrier. 

2.  Insect  carriers: 

(a)  Sources  from  which  insect  carriers  secure  pathogens;  ways 
in  which  they  transport  and  distribute  pathogens ;  con- 
sideration of  special  insects,  their  biolog}^  (elementary),. 


13 

2.  Insect  carriers — Continued. 

and  their  importance  as  disease  carriers;  ticks,  flies, 
mosquitoes,  fleas,  lice,  bedbugs,  gnats,  and  possibilities 
with  ants,  cockroaches,  etc. 
{b)  General  preventive  measures  applied  to  insect  carriers. 

3.  Animal  carriers: 

(a)  Animals  known  to  be  carriers. 

(b)  Sources  from  which  pathogens  are  secured. 

(c)  Ways  in  which  animals  carry  and  distribute  pathogenic 

organisms— contact,   excretions,   blood-sucking   insects, 
and  animal  foods  (milk). 

(d)  Special  consideration — dog,  cat,  cow,  hog,  rat,  etc. 

(e)  Importance  of  the  animal  carriers. 
(/)  General  preventive  measures. 

4.  Contact  infections: 

Special  consideration  of  the  more  important  contacts  and  the 
common  infections  disseminated  by  such  contacts — respira- 
tory, venereal,  and  intestinal  diseases. 

5.  Infection  through  secondary  carriers: 

Air  currents,  dust,  water,  food,  etc. 

III.  THE  CONTRIBUTORY  CAUSES  OF  POOR  HEALTH. 

1.  Definition,  agents,  influences,  and  conditions  that  make  it  easier 

for  humans  to  become  sick  and  harder  to  get  well. 

2.  Influences  that  favor  the  multiplication  of  pathogens  or  their  car- 

riers, such  as  seasons,  climate,  weather,  geographical  location, 
soil,  and  drainage,  especially  favorable  surroundings. 

3.  Influences  that  increase  the  vitality  of  pathogens  or  their  carriers. 

4.  Influences  that  favor  the  distribution  of  pathogens  and  their  car- 

riers, such  as  seasons,  climate,  bad  weather,  drainage,  transpor- 
tation, travel,  immigration,  commerce,  war,  poverty,  congestion, 
carelessness,  ignorance,  prostitution,  etc. 

5.  Influences  that  tend  to  interfere  with  or  break  down  our  home  and 

community  (tent  or  camp)  defenses,  such  as  poor  policing,  poor 
discipline,  carelessness,  illiteracy,  ignorance,  vice,  industrial  con- 
ditions, business  and  commercial  greed,  immigration,  low  stand- 
ards of  hygiene,  poverty,  hazardous  occupation,  bad  politics, 
experiences  of  war, 

6.  Influences  that   weaken  the   health   defenses   of  the   individual, 

making  it  easier  for  him  to  be  sick  and  harder  to  get  well,  such 
as:  (a)  Age,  sex,  heredity,  physical  defects  (defective  vision,  de- 
cayed teeth,  sore  gums,  obstructed  breathing,  sore  ears,  defective 
heart,  defective  arteries  and  veins,  chronic  indigestion,  bad 
posture,  hernia,  obesity,  chronic  irritations  and  inflammations. 


14 

the  aftereffects  of  acute  disease,  traumatic  injuries,  etc.).  func- 
tional excesses  (e.  g..  Avorry.  obsessions,  excitement,  etc.,  hard 
neuro-muscular  labor,  strain),  dissipation  (alcohol,  drug,  and 
other  devitalizing  habits),  exposure,  (h)  Deficiencies  and  de- 
privations that  contribute  to  poor  health  (e.g.. inadequate  nour- 
ishment from  any  cause — poor  food,  poor  cooking,  bad  habits  of 
eating,  etc. — incomplete  dietary,  insufficient  water,  poor  ventila- 
tion, inadequate  work,  poor  recreation,  insufficient  play,  unsatis- 
fying rest,  and  unhapiDiness) . 

IV.  DEFENSES  OF  HEALTH. 

1.  The  nature  and  the  importance  of  our  natural  environmental  de- 

fenses, such  as  sun,  light,  heat,  good  air,  unfavorable  conditions 
for  pathogens  and  their  insect  carriers. 

2.  Agencies  that  may  be  used  to  destroy  pathogens  and  their  insect 

carriers;  removal  and  destruction  of  breeding  and  feeding 
places ;  antiseptics ;  home  and  community  sanitation ;  emergency 
and  first-aid  measures. 

3.  Other  "  safetj^-first "  measures  in  relation  to  mechanical,  physical, 

and  chemical  agencies  that  injure  health  and  destroy  life. 

4.  The  nature  and  the  importance  of  the  surface  defenses  of  the  indi- 

vidual :  the  skin,  the  mucous  membranes,  surface  secretions,  the 
cilia  and  their  action,  etc. 

5.  The  nature  and  the  importance  of  the  internal  human  defenses  in 

health  and  disease :  phagocytes,  lysins,  antitoxins,  etc. :  the  main 
facts  of  protective  inflammatory  reaction. 

6.  Individual  defensive  hygiene.     General  health  defense  of  the  in- 

dividual: importance  to  the  individual  of  wise  health  habits — 
good  health  is  its  own  greatest  defense.  Emphasize  impor- 
tance of  wise  habits  of  (a)  health  information,  (b)  health  ex- 
amination and  early  and  rational  treatment  of  acute  and  chronic 
disorders,  (c)  bodily  care  and  repair,  {d)  health  protection, 
and  (e)  daily  habits  of  Pt,dequate  nourishment,  effective  excre- 
tion, vigorous  work,  sufficient  interesting  exercise,  play  and 
recreation,  happiness  and  adequate  rest. 

7.  Group  and  intergroup  defensive  hj'giene  : 

(a)  Defensive  importance  of  high  standards  of  intergroup, 
group,  and  individual  hygiene.  Good  individual  health 
is  not  easih^  possible  in  the  presence  of  low  standards  of 
group  or  intergroup  hygiene.  On  the  other  hand,  good 
group  or  intergroup  hygiene  is  not  possible  in  the  ab- 
sence of  good  standards  of  individual  hygiene. 

{7j)  Definition  of  groui:)  and  intergroup  hygiene:  Group  hy- 
giene has  to  do  with  the  application  of  the  laws  of  gen- 


15 

(Troup  and  interfrroiip  defensive  hygiene — Continued. 

eral  hygiene  for  the  health  defense  of  groups  of  indi- 
viduals, as  in  the  home,  the  school,  the  occupations,  and 
in  certain  institutions.  Intergroup  hygiene  has  to  do 
with  the  application  of  the  laws  of  general  hygiene  for 
the  health  defense  of  associated  groups  of  individuals, 
as  in  the  rural  community,  the  village,  the  city,  the 
county,  the  State,  the.  Xation,  or  in  agreements  between 
nations, 
(c)  Summary  of  some  of  the  more  important  group  and  inter- 
group activities  involved  in  defensive  hygiene  : 

(1)  The  construction  of  buildings,  their  location,  rela- 

tion to  each  other,  material,  structure,  ventila- 
tion, heating,  illumination,  cleaning,  plumbing, 
sewage,  fire  defense  and  protection,  equipment 
and  furniture,  safety-first  devices,  freedom  from 
nuisances,  and  so  on. 

(2)  The  making,  supervision,  and  use  of  streets,  parks, 

recreation  places,  playgrounds,  public  baths, 
and  so  on. 

(3)  Community  water  supply.     Adequacy  and  safetj^ 

for  human  consumption,  fire  protection,  sewage 
disposal,  etc. 

(4)  Community  illumination.     Street  lights,  no  dark 

alleys. 

(5)  Communitj^  sewage. 

(6)  Regulation   of   noise,   smoke,   fumes,   odors,   and 

other  nuisances. 

(7)  Street    cleaning    and    garbage    removal,    street 

sprinkling,  removal  of  snow. 

(8)  Establishment     and    maintenance    of    hospitals, 

clinics,  institutions  for  the  sick,  crippled,  poor, 
and  homeless. 

(9)  Provisions  for  education  in  hygiene  in  rural,  vil- 

lage, and  city  schools.  Health  examination  of 
school  children,  physical  training,  and  athletics. 

(10)  The  city,  county,  and  State  department  of  health 

and  other  agencies  of  the  State  or  its  various 
subdivisions  that  are  concerned  with  the  defense 
of  health.  (Police  protection,  law  enforcement 
agencies.) 

(11)  The   United    States   Public   Health    Service,   the 

United  States  Interdepartmental  Social  Hygiene 
Board,  and  the  other  Federal  agencies  active  in 
the  assistance  of  the  States  in  the  health  defense 
of  their  citizens. 


16 

7.  Group  and  intergroiip  defensive  hygiene— Continued. 

(c)   Summary  of  some  of  the  more  important  g-roup  and  inter- 
group  activities  involved  in  defensive  hygiene — Contil. 

(12)  The  medical  departments  of  the  Army  and  of  th3 

Xavy. 

(13)  Voluntary  organizations  concerned  with  defensivt 

hygiene :  the  American  Public  Health  Associa- 
'  tion ;  the  American  Social  Hygiene  Association ; 

the  Society  for  the  Study  and  Prevention  of 
Tuberculosis:  the  Red  Cross:  the  International 
Board  of  Health,  etc. 
(11)  Colleges,  universities,  medical  schools,  and  other 
institutions  with  scientific  laboratories  con- 
cerned in  the  discovery  of  better  methods  of 
defensive  hygiene. 

(15)  Special    campaigns    against:    malaria,    typhoid, 

tuberculosis,  hookworm,  gonorrhea,  syphilis, 
pellagra,  bubonic  plague,  cholera,  yellow  fever, 
industrial  accidents,  street  accidents,  and  so  on. 

(16)  Special    organization    and    preparation    for    the 

after  care  of  great  disasters — fires,  floods, 
famine,  etc. 

V.  THE   PRODUCERS   OF   HEALTH    (Constructive   Hygiene). 

1.  Sources  and  importance  of  reliable  health  information. 

2.  Heredity ;  importance  of  the  conservation  of  good  heredity. 

3.  Health  examination  and  advice. 

4.  Care  of  the  body  and  repair  of  its  organs. 

5.  Special  emphasis  upon  and  discussion  of  the  health-producing 

and  health-conserving  values  of  wise  habits  of  (a)  nourishment, 
(h)  excretion,  (c)  play,  recreation,  exercise,  and  work,  and  (d) 
rest. 

6.  The  value  of  hj^giene :  Good,  active,  aggressive  health"is  the  most 

important  asset  in  the  life  of  man,  because  the  best  success  of 
whatever  man   undertakes   is   dependent  upon   the  quality  of 
•  health  with  which  he  supports  his  enterprises. 

(a)  Social  values  of  such  products  of  good  hygiene  as:  Re- 
duced morbidity :  prolongation  of  life ;  increased  phj^si- 
ological  efficiency;  better  general  education  (suscepti- 
bility, receptivity)  ;  termination  of  poor  heredities  and 
improvement  of  others ;  greater  happiness,  contentment, 
and  sociability. 
(h)  Economic  values  of  the  above  products  of  good  hygiene. 
(c)   Spiritual  values  of  the  same. 


17 

6.  The  value  of  hygiene — Continued. 

(d)  Civic   and   military   values  of  man  power   and   woman 

power.  Lessons  of  the  Great  War;  England;  France; 
the  draft;  protection  against  destructive  diseases; 
venereal  disease  campaigns,  etc. 

(e)  Health  a  personal  obligation  and  a  patriotic  duty. 

Division  2.— SYLLABUS  ON  INDIVIDUAL  HYGIENE. 
I.  INFORMATIONAL  AND  EDUCATIONAL  HYGIENE. 

1.  Sources  of  information,  literature — books,  pamphlets,  journals, 

reprints,  etc. 

2.  Surveys  and  investigations. 

3.  Parental  instruction,  health  advisers,  teachers. 

4.  Individual  health  examinations  and  advice.     Importance  of  pe- 

riodic examinations  of  posture,  skin,  eyes,  ears,  nose,  teeth, 
throat,  lungs,  heart,  arteries,  blood,  veins,  abdomen,  genital 
organs,  urine,  nervous  reactions,  joints,  and  signs  or  symptoms 
of  abnormality.  Importance  of  different  age  periods — infancy, 
childhood,  adolescence,  youth,  maturity,  and  old  age. 

5.  Health  warnings,  signs,  and  symptoms — their  safe  interpretations, 

significance,  and  use — e.  g.,  pain,  aches,  cough,  loss  in  weight, 
weakness,  surface  irritations,  abnormal  growth,  shortness  of 
breath,  mouth  breathing,  nasal  speech,  mental  backwardness, 
etc. 

6.  Obsessions,  groundless  fears,  misinterpretations  of  unusual  or  un- 

important sensations  and  functional  experiences. 
T.  Unsafe  tradition,  superstition,  misinformation;  special  applica- 
tions to  heredity,  mental  status,  and  sex  life. 

IL  DEFENSIVE  HYGIENE— THE  CARE  OF  THE  BODY  AND  ITS 

ORGANS. 

1.  The  elements  of  human  physiology. — Cover  the  more  important 

elements  of  anatomy  and  physiology  and  protective  hygiene  in- 
volved in  the  care  of  the  skin,  muscles,  the  skeleton  (bones  and 
joints),  the  hair  and  the  nails,  the  ears,  eyes,  nose,  throat,  teeth, 
lungs,  heart,  arteries,  veins,  blood  and  circulation,  digestive  or- 
gans, excretory  organs,  ductless  glands  (internal  secretions), 
reproductive  organs,  heat  -  regulating  organs,  nerve  centers, 
nerves,  and  emotions. 

2.  Protective  individual  hygiene. — Covered  above  in  part.     (See  II 

(I)-) 

(«)  Importance  of  periodic  health  examinations.  Emphasize 
the  protective  and  preventive  use  of  information  secured 
through  such  examinations.     (See  I  (4),  above.) 

2058—20 2 


18 

2.  Protective  individual  hygiene — Continued. 

(&)  Measures  and  habits  for  protection  against  pathogeons  and 
their  insect  carriers,  animal  carriers,  human  carriers, 
and  secondary  carriers,  such  as  infected  water,  infected 
milk,  and  other  infected  food,  etc. 

(c)   Care  of  certain  organs  for  the  protection  of  other  organs: 

The  teeth,  in  order  to  protect  the  joints,  the  heart,  the 

'  nerves ;  the  nose  and  throat,  in  order  to  protect  the  ears ; 

the  reproductive  organs,  in  order  to  protect  the  brain, 

the  mind,  nerves,  joints,  etc. 

{d)  "  Safety-first "  habits.  Physical  development  and  mus- 
cular endurance  and  control  for  protection  from  certain 
mechanical  and  physical  injuries,  as  in  swimming,  row- 
ing, the  safe  use  of  a  rope  fire  escape,  certain  emergen- 
cies in  military  service,  boxing,  wrestling,  and  so  on. 

(^)  Protective  habits  in  relation  to  chemical  injuries.  Safety 
from  lead  poisoning,  illuminating  gas,  careless  use  of 
antiseptics  and  powerful  drags,  and  so  on. 

(/)  Protection  of  mentality.  Protective  mental  hygiene,  con- 
servation of  heredity,  avoidance  of  venereal  diseases  and 
alcoholic  poisoning.    Hygiene  of  the  emotions. 

3.  Preventive  individual  hygiene. 

(a)  Possibility  of  increasing  the  active  and  passive  immunity 
resources  of  the  individual  through  constructive  hy- 
giene, e.  g.,  through  appropriate  nourishment,  adequate 
excretion,  sufficient  play,  recreation,  entertainment,  and 
work,  and  satisfying  rest. 

(5)  Vaccination  and  inoculation  for  the  pre^^^ention  of  cer- 
tain infections.  Possible  value  of  venereal  prophylaxis 
and  its  moral  dangers. 

(c)   Antiseptic  and  aseptic  treatment  of  minor  wounds. 

4.  Remedial  individual  hygiene. 

(a)   First  aid  and  emergency  treatment. 

(1)  Accidents,  mechanical,  physical,  and  chemical. 

(2)  Infections. 

(3)  Pain. 

(4)  Unconsciousness. 

(h)  Importance  of  early  expert,  reliable  medical  or  surgical 
service  in  cases  of  important  acute  health  injuries. 

(1)  Diphtheria  properly  treated  within  the  first  few 

hours  of  the  infection  practically  always  re- 
sults in  early  recovery. 

(2)  Rabies,  syphilis,  gonorrhea,  a  common  cold,  ton- 

sillitis,    appendicitis,     hernia,     the     partially 
drowned,  etc. 


19. 

4.  lU'inedial  individual  hygiene — Continued. 

{c)   Importance  of  early  treatment  of  precancerous  and  can- 
cerous conditions. 

III.  CONSTRUCTIVE  INDIVIDUAL  HYGIENE. 

( 'over  in  practical  detail : 

1 .  Nourishment ;  food  and  food  constituents ;  water ;  habits  of  eat- 
ing (importance  of  cheerfulness  at  meals,  pleasant  surround- 
ings, appetizing  food,  slow  eating,  etc.). 

2    Fresh  air  and  sunshine. 

-3.  The  hygiene  of  growth,  development,  and  training.  Cover  play, 
recreation  and  entertaimnent,  exercise,  athletics,  and  work,  and 
their  importance  and  limitations  in  the  different  age  periods. 

4.  Rest,  relative  and  absolute. 

IV.  INDIVIDUAL  HYGIENE  IN  RELATION  TO  GROUP  AND  INTER- 
GROUP  HYGIENE. 

A  basis  for  productive  service.  An  obligation  of  the  individual 
for  the  benefit  and  protection  of  society.  High  standards  of  group 
and  intergroup  hygiene  are  impossible  in  the  presence  of  low  stand- 
ards of  individual  hygiene.  One  individual  may  destroy  the  defenses 
of  a  home  or  community. 

Division  3.— SYLLABUS  ON  GROUP  HYGIENE. 

General  Consideration  of  Group  Hygiene. 
L  DEFINITION  AND  SCOPE  OF  GROUP  HYGIENE. 

This  subject  is  concerned  with  the  relations  and  applications  of 
the  laws  of  general  hygiene  to  groups  of  individuals,  the  members 
of  a  group  being  associated  more  or  less  intimately  with  each  other 
for  considerable  periods  of  time  under  common  environmental  in- 
fiuences,  common  hygienic  advantages  and  disadvantages,  and  under 
common  health  regulations. 

IL  MAIN  GROUPS  TO  BE  DISCUSSED. 

The  social  and  economic  variations  and  the  dominating  hygienic 

considerations  that  characterize — 

1.  TJie  liome  e/roup,  e.  ,f^.,  the  home  without  children;  the  home  of 
the  large  family ;  the  farm ;  the  rural  home ;  the  city  home ;  the 
home  in  the  apartment  house;  the  home  in  the  hotel. 


20 

2.  The  school  group^  e.  g.,  the  kindergarten;  the  elementary  school; 

the  secondary  school ;  the  college  or  university ;  the  i^rof essional 
school;  the  small  school;  the  large  school;  the  ungraded  school; 
the  graded  school;  the  segregated  school;  the  coeducational 
school ;  the  rural  school ;  the  village  school ;  the  city  school ;  the 
trade  school;  the  night  school;  the  continuation  school. 

3.  Th^emjjloyed  group ^  e.  g.,  the  brain  workers;  the  muscle  workers; 

sedentary  occupations,  active  occupations,  mining,  agriculture, 
manufacturing, transportation, buying  and  selling;  construction; 
the  small  emploj^ed  group ;  the  large  employed  group ;  the  float- 
ing employee;  the  hazardous  occupations;  the  seasonal  occu- 
pations. 

4.  The  institutional  group: 

(a)  Institutions  for  the  care  of  the  acutely  sick,  e.  g.,  the 
hospital. 

(h)  Institutions  for  the  care  of  the  chronically  sick,  the  inva- 
lid, the  cripple,  the  blind,  the  insane. 

(c)  Institutions  for  the  commitment  and  restraint  of  offenders 
against  law  and  order,  the  jail,  the  prison,  the  reform 
school,  the  reformatory. 

{(I)  Institutions  for  the  care  of  the  poor  and  homeless. 

III.  THE  ECONOMIC  BASIS  OF  GROUP  HYGIENE. 

1.  Good  hygiene   costs  mone3^     Health   advantages   are  expensive. 

The  price  of  good  health  is  more  than  the  individual  can  pay. 

2.  The  group  represents  the  combined  intelligence  and  resource  of  its 

membership   and  can  afford  to  purchase  hygienic  advantages 

that  are  not  within  the  reach  of  the  individual. 
B.  Tradition  has  taught  the  importance  of  utilizing  the  wisdom  and 

intelligence  of  the  most  competent  members  of  the  group  for  its 

protection  against  the  A^arious  enemies  of  the  group,  the  agents 

that  injure  health  being  a  very  important  inclusion. 
4.  Good  hygiene  produces  health  and  prosperity  through  greater 

efficiency,  longer  life,  lessened  loss  of  "working  time,  reduced 

expense  for  sickness,  etc. 

IV.  THE  SOCIAL  BASIS  OF  GROUP  HYGIENE. 

1.  Responsibilities  of  the  individual  to  himself  and  to  the  group. 
2,.  Responsibilit}^  of  the  chief  member  or  chief  members  of  the  group 

to  dominate  and  direct  the  policy  of  the  whole  group  in  the 

interest  of  the  better  health  of  the  group. 
"3.  Relation  of  health  to  poverty,  illiteracy,  retardation,  delinquency, 

degeneracy,  and  crime,  and  to  comfort,  contentment,  prosperity, 

and  happiness. 


21 

V.  THE  MAIN  SUBDIVISIONS  OF  GROUP  HYGIENE. 

1.  Educational  hygiene. — Concerned  with  the  education  of  tlie  indi- 

vidual that  would  lead  him,  to  maintain  voluntaril}^  and  intelli- 
gently a  high  standard  of  individual  hygiene  and  to  do  his  part 
in  maintaining  a  high  standard  of  group  and  intergroup  hy- 
giene. 

2.  Informational  hygiene. — Information  derived  from  scientific  in- 

vestigations, surveys,  statistics,  individual  health  examinations, 
and  so  on. 

3.  Protective  hygiene. — The  applications  of  the  laws  of  general  hy- 

giene for  the  protection  of  the  individual  or  for  the  protection 
of  groups  of  individuals. 

4.  Preventive  hygiene. — Includes  active,  defensive  measures  or  more 

vigorous  procedures  for  the  conservation  of  health. 

5.  Remedial  hygiene. — Includes  the  handling  of  emergencies,  first 

aid,  medical  and  surgical  treatment  of  acute  and  chronic  dis- 
eases, and  the  correction  and  repair  of  physical  defects. 

6.  Aggressive  hygiene. — Includes  programs  for  the  eradication  of 

disease  carriers  or  for  the  removal  of  other  agencies  that  injure 
health. 

7.  Constructive  hygiene. — Has  to  do  with  those  hygienic  procedures 

that  stimulate  growth  and  development  and  that  maintain  the 
organic  life  of  the  individual.  Constructive  hygiene  includes, 
therefore,  (1)  nourishment;  (2)  excretion;  (3)  work,  play, 
recreation,  entertainment,  athletics:  (4)  rest,  relative  and  abso- 
lute. 

VI.  CONSIDERATION  OF  THE   SUBDIVISIONS  OF  GROUP   HYGIENE 
IN  RELATION  TO  THE  MAIN  GROUPS  COVERED  IN  II  ABOVE. 

(A)    GROUP  EDUCATIONAL  HYGIENE. 

1.  Home  educational  hygiene. 

(a)   Responsibilities  and  obligations  of  the  parent  or  guardian. 
(6)   Importance  of  the  opportunities  presented  in  the  different 
age  periods  of  children  for  lasting,  effective,  dominating 
education  in  hygiene. 

(c)  Educational  emphases  to  be  especially  stressed  in  infancy, 

childhood,  and  youth. 

(d)  The  parent  or  guardian  as  a  teacher  of  hygiene. 

(e)  The  infant,  child,  or  youth  is  the  pupil. 

(/)  Method  of  instruction.  Its  variation  in  infancy,  child- 
hood, and  youth.  It  varies  also  with  different  children 
and  with  the  sexes. 

(g)  Content  of  home  educational  hygiene  in  the  different  age 
periods. 


22 

1.  Home  educational  hygiene — Continued. 

{K)  Hygienic  importance  of  sex  education.  Necessity  for  a 
high  type  of  character  education. 

(i)  Dominating  influence  of  the  economic,  social,  and  educa- 
tional status  of  the  home. 

2,  Educational  hygiene  in  the  school. 

Qi)   Responsibilities  of  school  trustees,  superintendents,  prin- 
cipals, and  teachers. 
(h)   Responsibilities  of  parents  and  guardians. 

(c)  Importance  of  the  opportunities  presented  in  the  different 

age  periods  of  children  in  school  in  correlation  with  the 
educational  hygiene  of  the  home  and  for  correcting  and 
adding  to  that  education.  The  influences  of  school  edu- 
cational, hygiene  are  second  only  to  that  of  the  home. 
Important  that  both  home  and  school  should  maintain 
high  standards  of  educational  hygiene. 

(d)  Special  educational  emphases  appropriate  and  important 

in  the  different  grades  of  the  elementary  and  secondary 
school ;  with  different  mentality ;  and  in  older  children ; 
and  with  the  two  sexes. 

(e)  Every  teacher  a  teacher  of  hygiene.     The  special  teacher 

of  hygiene.  Physical  training  teacher.  The  athletic 
coach  with  older  pupils.  The  classroom  teacher  has  an 
opportunity  second  only  to  that  of  the  mother  to  teach 
enduring  habits  of  hygiene.  Importance  of  training  all 
teachers  to  meet  their  opportunities  and  obligations  in 
educational  hygiene.  Perils  of  health  instruction  by 
untrained  or  poorly  prepared  teachers. 

(/)  Every  school  child  a  pupil  in  hygiene.  Every  class  and 
every  recitation  should  bring  its  appropriate  influence 
to  bear  upon  right  living.  This  emphasis  must  neces- 
sarily vary  to  a  considerable  degree  in  different  classes. 

(g)  Method  of  instruction  varies  with  the  grades,  with  the 
age  of  the  pupil,  with  sex,  with  the  subject,  and  with 
the  school  activity  to  which  the  instruction  in  hygiene 
is  attached.  Class  instruction,  group  instruction,  and 
individual  conference.  Importance  of  a  confidential, 
personal,  voluntary,  and  very  tactful  relationship  in 
conferences  on  health  with  older  children. 

(A)  Content  of  educational  hygiene  for  the  different  grades 
of  the  elementary  and  of  the  secondary  school  and  for 
the  sexes  with  the  older  children.  Place  of  sex  educa- 
tion in  the  elementary  and  secondary  school,  its  serious 
importance,  and  its  great  dangers  from  wrong  emphases 
by  incompetent  teachers. 


Educational  hygiene  in  the  school — Continued. 

(/)  Bearing  of  home  education  (or  lack  of  it),  preparation 
of  teachers  and  of  curricukim  content  upon  the  effec- 
tiveness of  educational  Iwgiene  in  the  school. 

Educational  hygiene  in  the  occupations. 

(a)  Responsibilities  and  obligations  of  the  employer  to  pro- 

vide within  reasonable  limitations  instruction  in  educa- 
tional hygiene  that  will  safeguard  his  employees. 

(b)  Responsibilities  of  emplo^^ees. 

(c)  Importance   of  educational   hygiene   in  the   occupations. 

Seventy  per  cent  of  the  children  that  enter  elementary 
schools  fail  to  graduate.  Onlj^  30  per  cent  of  them 
enter  the  high  school.  Over  700,000  of  our  young  men 
of  military  age  were  found  illiterate  in  our  Arnw  dur- 
ing the  Great  War. 

(d)  Educational  emphases  in  the  occupations. 

(1)  General  instruction  relative  to  common  agents  that 
injure  health  and  to  common  health  defenses,  as 
in  tuberculosis,  typhoid,  gonorrhea,  syphilis, 
hookworm,  pneumonia,  and  heart  disease. 
(2)  Special  instruction  concerning  the  health  hazards 
that  are  peculiar  to  the  occupation  of  the  worker. 

(e)  The  teacher  of  hygiene  in  the  occupations. 

(1)  Older  employees — influence  sometimes  good;  often 

bad. 

(2)  Special  teachers  employed  for  the  purpose  in  larger 

establishments. 

(3)  Agents  from  the  department  of  health. 

(4)  Lecturers  from  university  extension  courses   and 

from  various  associations  and  organizations  con- 
cerned with  the  acquisition  and  conservation  of 
health. 
(/)  All  emploj^ees  should  be  pupils,  but  in  order  to  accomplish 

this  result  instruction  must  be  worth  while. 
(g)  Method  of  instruction:  Lecture,   demonstration,  lantern 

slide,  film,  exhibit,  conference,  and  literature. 
(h)  Content  of  educational  hygiene  in  the  occupations. 
Should  vary  with  the  type  of  worker  to  be  reached  and 
with  the  type  of  occupation  to  which  the  worker  is  re- 
lated. Should  cover  the  laws  of  general  hygiene  that 
bear  upon  the  daily  life  of  the  worker  and  should  in- 
clude the  special  health  hazards  to  which  he  is  exposed. 


24 

Educational  hygiene  in  the  institutions. 

(a)  Eesponsibilities  and  obligations  of  the  board  of  trustees 
or  directors  governing  the  institution,  of  the  superin- 
tendent or  other  official  in  charge,  and  all  other  em- 
ployees. 

(6)   Eesponsibilities  of  inmates. 

(<?)  Importance  of  educational  hygiene  in  institutions.  The 
number  of  institutions  and  the  number  of  people  using 
them  is  steadily  and  very  largely  increasing.  The  Sec- 
tion on  Women  and  Girls  of>the  Commission  on  Train- 
ing Camp  Activities  and  later  the  field  service  of  the 
Interdepartmental  Social  Hygiene  Board  contacted 
over  30,000  delinquent  women  and  girls  in  the  neigh- 
borhood of  military  and  naval  camps  during  the  period 
in  which  the  United  States  participated  in  the  Great 
War.  The  restoration  of  many  of  these  delinquents  to 
health  and  usefulness  is  impossible  without  institu- 
tional care. 

(d)  Educational  emphases  in  the  institutions  must  vary  with 

the  age,  previous  education  and  training,  mental  capac- 
ity, and  disposition  of  the  inmate.  It  is  often  a  part 
of  the  special  effort  of  the  institution  to  prepare  the 
inmate  for  return  to  normal  life.  It  would  seem  logical 
to  expect  that  provision  be  made  in  the  various  institu- 
tions safeguarding  the  health  of  the  inmates  while 
under  the  care  of  the  institution  and  preparing  them 
for  their  health  obligations  after  leaving  the  institution. 

(e)  The  teacher  of  hygiene  in  the  institution.    Every  member 

of  the  instructing  staff  in  those  institutions  in  which 
teachers  are  employed  should  be  qualified  to  teach  the 
elements  of  hygiene  and  should  be  expected  to  make 
such  instruction  a  part  of  his  regular  teaching  activity 
in  the  institution.  In  those  institutions  in  which  teach- 
ers are  not  employed  provision  should  be  made  whereby 
qualified  agents  from  the  city,  county,  or  State  depart- 
ment of  health  or  from  university  extension  courses  or 
societies  and  associations  interested  in  public  health 
may  be  secured  for  the  instruction  of  inmates  in 
hygiene. 
(/)  All  inmates  should  be  "  pupils."  Within  the  limitations 
of  institutional  resource  they  should  be  classified  in 
groups  according  to  age,  sex,  mental  condition,  and  edu- 
cational needs. 


25 

4.  Educational  hygiene  in  the  institutions — Continued. 

{g)  The  method  of  instruction  must  necessarily  vary  enor- 
mously in  these  different  types  of  institution.  The  prob- 
lems of  education  in  hygiene  in  connection  with  the  in- 
mates of  the  several  types  of  institutions  under  con- 
sideration are  ordinarily  ver}^  much  more  difficult  than 
in  the  case  of  the  normal  child  or  citizen. 

{h)  The  content  of  Educational  Hygiene  in  the  institution 
must  vary  with  the  age,  previous  education,  mentality, 
and  special  needs  of  the  imnate.  In  general,  it  would 
seem  logical  to  expect  that  w^ithin  reasonable  limitations 
institutions  should  see  that  their  inmates  are  instructed 
concerning  the  general  laws  of  hygiene  and  their  com- 
mon applications  to  the  lives  of  their  inmates.  Special 
health  needs  and  special  health  defects  or  deficiencies 
should  receive  appropriate  educational  consideration, 

(B)    GROUP   INFORMATIONAL    HYGIENE. 

1,  Infor^national  hygiene  for'  the  home. 

(a)  The  sort  of  information  needed  by  the  parent  or  guardian 

for  his  own  use  and  for  his  guidance  in  his  relationship 
wdth  the  educational  hygiene  of  the  home.  Information 
concerning  the  hygiene  of  heredity,  prenatal  hygiene, 
the  hygiene  of  childbirth,  the  hygiene  of  infancy,  child- 
hood and  adolescence,  sex  hygiene,  and  the  preventive 
hygiene  of  venereal  diseases.  The  parent  should  also 
have  access  to  information  concerning  the  laws  of  gen- 
eral hygiene,  individual  hygiene,  group  hygiene,  and 
intergroup  hygiene. 

(b)  Informational  hygiene  for  the  children  in  the  home.    This 

information  should  be  appropriate  to  the  different  age 
periods,  the  sex  of  the  child,  its  previous  education  and 
information,  and  its  general  or  special  health  needs. 

(c)  The  sources  of  informational  hygiene.     Stories,  books, 

magazines,  talks.  The  information  imparted  by  the 
parent  or  guardian  is  the  most  important  information 
that  the  growing  child  will  receive.  This  is  particularly 
true  with  reference  to  information  given  the  child  in 
response  to  its  questions  concerning  the  origin  of  life 
and  problems  of  sex.  The  informational  service  of  the 
parent  in  this  connection  may  be  very  good  or  it  may 
be  and  often  is  very  bad.  The  boy  or  girl  on  the  street, 
the  immoral  woman  or  the  man  of  loose  character  is 
too  frequently  the  source  of  uncorrected  information 
or  misinformation  concerning  hygiene  received  by  the 


1.  Informational  hygiene  for  the  home — Continued. 

child.  Home  education  and  home  influences  must  neu- 
tralize impressions  made  by  vicious  associates,  sugges- 
tive billboard  advertisements,  immoral  moving  picture 
and  theatrical  productions,  and  common  presentation  oi 
sex  problems  in  modern  literature. 

2.  InfoYmational  hygiene  for  the  school. 

{a)  Informational  needs  of  the  teacher,  principal,  and  super- 
intendent. Unfortunately  a  very  large  proportion  of 
teachers  of  children  are  immature,  poorly  educated, 
poorly  prepared,  inexperienced,  and  underpaid. 

(5)  Informational  needs  of  the  children,  particularly  the  older 
children.  The  sort  of  information  needed  in  the  school 
varies  with  the  age  of  the  school  child  and  with  his  pre- 
vious information  concerning  hygiene.  It  is  evident 
that  the  older  child  can  make  use  of  a  more  serious  t^^^pe 
of  information  than  the  younger  child. 

{c)  The  sources  of  informational  hj^giene  for  the  school.  In- 
formation concerning  matters  relating  to  general  hy- 
giene is  secured  through  books,  special  magazines, 
health  publications,  special  lectures,  charts,  diagrams, 
pictures,  lantern  slides,  reels,  demonstrations,  reports 
on  surveys,  and  investigations.  The  health  examina- 
tions of  teachers,  employees,  and  children  inform. school 
officials  and  parents  and,  if  necessary,  the  children 
themselves  concerning  their  individual  health  needs. 

3.  Informational  hygiene  for  the  occufations. 

(a)  The  employer  should  have  ready  access  to  recent  infor- 
mation concerning  occupational  hygiene  as  well  as  in- 
formation concerning  important  advances  in  general 
hygiene.  In  those  occupations  in  which  the  policy  of 
the  organization  is  dominated  by  a  board  of  directors 
it  would  be  productive  of  a  better  type  of  occupational 
hygiene  if  information  of  this  type  could  be  brought  to 
the  attention  of  the  board. 

(h)   Informational  needs  of  employees. 

(c)  Sources  of  information.  Literature,  lectures,  moving- 
picture  films,  conferences,  demonstrations. 

4.  Informational  hygiene  for  the  histitution. 

(a)  Informational  needs  of  the  directors  or  commissioners  in 
charge  of  the  institution  and  of  the  superintendent  and 
other  officials. 

(Ij)  Informational  needs  of  inmates.  Varies  from  the  type 
of  inmate  that  can  not  receive  information  to  the  nor- 
mal child  in  the  orphan's  home. 


27 

4.  Inforinational  hygiene  for  the  hisfyitufion — Continued. 

(c)  Sources  of  information.  The  officers.  The  teaching  staff 
where  one  is  employed.  Informing  agents  from  the 
city,  county,  or  State  department  of  health ;  from  uni- 
versity extension  courses;  from  societies,  associations, 
and  organizations  concerned  in  informational  health 
publicity.  Books,  circulars,  magazines,  reports,  lan- 
tern slides,  moving-pictures,  charts,  demonstrations. 

(C)     CONSTRUCTIVE  HYGIENE  FOR  THE  GROUP. 

1.  Constructive  hygiene  for  the  home  group. 

(a)  Responsibility  of  the  parent  or  guardian  to  make  every 
reasonable  provision  for  the  establishment  in  the  chil- 
dren of  the  family  of  good  habits  of  nourishment, 
excretion,  play,  recreation,  exercise,  work  and  rest. 
Involves  an  obligation  on  the  part  of  the  parent  or  guar- 
dian to  supply  adequate  opportunity  for  the  develop- 
ment of  these  habits.  Provisions  for  the  practice  of 
good  habits  of  constructive  hygiene  in  the  home  are 
essential  to  the  acquisition  and  conservation  of  health, 
not  only  for  the  children  of  the  home  but  also  for  the 
adult  members  of  the  family. 

2.  Constructive  hygiene  for  the  school. 

(a)  Importance  of  provisions  for  and  importance  of  the  prac- 
tice of  wise  habits  of  constructive  hygiene  by  the 
teachers,  other  officials,  and  pupils  in  the  school. 

(6)  Lunch  periods,  school  lunches,  special  attention  to  chil- 
dren showing  evidences  of  malnutrition. 

(c)  Adequate  toilet  facilities  and  reasonable  encouragement 

of  adequate  excretion. 

(d)  Equipment,  schedule  provision,  teaching  provision,  incen- 

tive and  stimulation  for  games,  play,  organized  recrea- 
tion, organized,  directed,  and  supervised  athletics. 

(e)  Relaxation  periods.     Limitations  of  home  work.    Limita- 

tion of  number  of  recitation  hours  per  week.  Rational 
management  of  examinations.  Open-air  schools;  mal- 
nutrition classes,  vacation  schools,  school  camps. 

3.  Constructive  hygiene  in  the  occupations. 

(a)  The  lunch  period.  Some  large  establishments  have  found 
it  profitable  to  supplj^  restaurant  facilities  for  their 
employees  at  cost  prices.  Adequate  nourishment  and 
low  wages  are  not  a  possible  combination  unless  the 
worker  has  income  from  some  other  source. 

(5)  Importance,  of  supplying  adequate  toilet  facilities  and 
reasonable  opportunity  for  their  use. 


28 

3.  Constructive  hydiene  in  the  occupations — Continued. 

(f)  Optimum  rate  of  work  and  quantity  of  output. "  efficiency.'' 
fatigue,  laziness,  and  shirking.  Value  of  relief  and  rest 
periods  of  intermission. 

(f/)  Provisions  for  and  encouragement  of  recreation  and  ath- 
letics. Entertainment:  encouragement  of  social  life 
"*         among  employees. 

4.  C onstructive  hygiene  in  the  institution. — The  responsibilities  and 

obligations  of  the  commission  or  board  in  charge  of  the  institu- 
tion and  of  the  superintendent  or  other  chief  officer  of  the  insti- 
tution for  adequate  provisions  for  and  encouragement  of  good 
habits  of  nourishment,  excretion,  work,  play,  recreation,  and, 
where  consistent,  athletics  and  rest  for  the  inmates  of  such 
institutions. 

(D)    PROTECTIVE  HYGIENE  IN  CERTAIN  GROUPS. 

1.  Protective  hygiene  in  the  home. — The  obligations  of  the  parent  or 

guardian  make  them  responsible  for  a  defensive  policy  toward 
the  whole  range  of  agencies  that  injure  health  and  carry  dis- 
ease. Importance  of  the  protection  of  heredity,  prenatal  pro- 
tection, protection  of  the  child  and  mother  at  time  of  childbirth, 
protection  during  infancy,  childhood,  and  youth.  Protection 
against  human  carriers,  animal  carriers,  insect  carriers,  infected 
food  and  infected  water,  and  protection  against  vicious  moral 
influences. 

2.  Protective   hygiene   in    the   school. — The    responsibilities   of   the 

trustees,  teachers,  and  janitors  in  the  school.  Under  obligation 
to  provide  protection  for  the  different  ages,  sexes,  and  physical 
limitations  under  their  care  and  supervision  for  a  number  of 
hours  each  day.  This  protection  must  be  developed  with  refer- 
ence to  all  the  agencies  that  are  commonly  the  source  of  injury 
to  the  health  of  school  children  and  all  the  carriers  that  may 
bring  injury  to  the  health  of  school  children.  The  responsi- 
bilities of  the  children,  especially  older  ones  in  connection  Avith 
protective  hygiene.    Responsibility  of  parents. 

3.  Protective  hygiene  in   the  occuyations. — Responsibilities  of  em- 

ployers, directors,  and  employees  vary  with  different  types  of 
occupation  and  with  different  types  of  employees.  Special  pro- 
tective measures  involved  in  the  hazardous  employments.  The 
employer  is  under  obligation  to  protect  the  employee  during 
periods  of  work,  within  reasonable  limitations,  from  the  com- 
mon agents  that  injure  health  and  from  the  common  carriers  of 
disease.     He  is  under  a  peculiar  obligation  to  protect  his  em- 


29 

8.  Protective  hygiene  in  the  or-e^/y^r^/ycz/s— Continued. 

ploj'ees  from  the  health  injury  due  to  the  special  employment 
in  which  he  is  engaged.  The  employee  is  under  obligation  to 
take  reasonable  measures  to  protect  his  own  health.  He  can  not 
expect  to  be  continued  in  employment  if  he  needlessly  exposes 
himself  to  disease  or  loses  his  health  because  of  his  own  care- 
lessness. 

4.  Protective  hygiene  in  the  institution. — Responsibilities  of  commis- 
sioners, directors,  superintendent,  or  other  chief  officials.  Special 
protections  vary  with  different  types  of  institution.  Authorities 
are  under  obligations  to  protect  their  charges  against  the  com- 
mon agents  that  injure  health  and  against  the  common  carriers 
of  disease.  It  is  their  special  responsibility  to  provide  protec- 
tion against  health  injuries  that  are  peculiar  to  the  institution 
or  group  under  their  charge.  The  responsibility  of  inmates 
must  vary  from  those  of  the  foundling  asylum  or  hospital  for 
the  insane  to  the  home  for  the  crippled. 

(E)    PREVENTIVE  HYGIENE  IN   CERTAIN   GROUPS. 

1.  Preventive  hygiene  in  the  home. — Importance  of  destroying  agents 

that  injure  health.  Removing  the  sources  from  Avhich  they 
come  and  eliminating  their  carriers.  Problems  of  isolation, 
quarantine,  sterilization,  destruction  of  insects  and  their  breed- 
ing and  feeding  places,  care  of  animals,  provisions  of  clean 
social  life  and  healthy  social  contacts  for  the  children  and 
adults  in  the  home.  The  importance  of  vaccination  and  inocu- 
lation against  certain  diseases. 

2.  Preventive  hygiene  in  the  school. — Regular  health  examinations 

of  teachers,  janitors,  and  children  at  intervals  of  a  year — ^bet- 
ter at  intervals  of  a  half  year.  Rational  treatment  of  carriers. 
Regulations  concerning  vaccinations  and  inoculations.  De- 
struction of  the  breeding  places  and  feeding  places  of  insects. 
Installation  of  '*  safety-first  "  devices.  Importance  of  physical 
and  health  eligibility  requirements  for  admission  to  athletics 
and  for  continuation  of  athletic  training. 

3.  Preventive  hygiene  in  the  occupations. — Periodic  health  examina- 

tions of  officers  and  employees  for  carriers  and  effective  treat- 
ment of  carriers  when  such  are  discovered.  "  Safety-first " 
devices. 

4.  Preventive  hygiene  in  the  institution. — Periodic  health  examina- 

tions of  officers,  employees,  and  inmates,  with  proper  isolation 
and  effective  care  of  carriers.  Vaccination.  Inoculation.  Early 
treatment. 


30 

(F)    REMEDIAL   HYGIENE. 

1.  Remedial  hygiene  in  the  home. — Necessarily  involves  a  relation- 

ship with  hygienic  advisers  outside  the  home.  Importance  of 
adult  intelligence  and  common  sense  with  reference  to  the  limi- 
tations of  home  treatment  and  the  selection  of  safe  hygienic 
adyisers  (physicians,  nurses,  etc.).  Home  judgment  (diagno- 
sis), home  treatment,  and  home  nursing  should  all  be  made 
as  effective  and  dependable  as  is  pra  .tie ally  possible.  Many 
homes  can  not  use  outside  advice.  It  is  too  far  aAvay.  or  there 
may  be  none  available,  or  it  ma}^  be  too  expensive. 

2.  Remedial  hygiene  in  the  school. — Responsibilities  of  the  teacher  to 

be  continually  upon  the  alert  for  the  detection  of  symptoms  of 
abnormal  health.  Should  be  a  subconscious  sensitiveness  on  the 
l^art  of  the  teacher  and  not  necessarilj^  a  routine  examination. 
Responsibilities  of  the  principal  or  superintendent.  Responsi- 
bilities of  the  medical  examiner  and  the  nurse.  The  importance 
of  the  "  Follow  up  "  after  the  medical  inspection  of  school  chil- 
dren for  the  purpose  of  discovering  what  has  been  done  for  the 
cases  that  are  found  in  need  of  remedial  treatment.  Problems 
of  remedial  hygiene  in  the  elementary  school  and  in  the  sec- 
ondary school. 

3.  Remedial  hygiene^  in   the  occupations. — Importance   varies  with 

different  occupations.  First-aid  and  emergency  measures. 
Availability  of  hospital  service,  medical  and  surgical  help. 
Some  large-sized  establishments  provide  their  own  hospital  fa- 
cilities, clinic,  medical  service,  and  nurses  for  the  effective 
remedial  hj^giene  for  their  employees. 

4.  Remedial  hygiene  in  institutions. — Importance  of  remedial  hy- 

giene varies  in  different  types  of  institutions.  Necessity  for 
first-aid  and  emergency  measures  and  for  available  hospital  and 
clinical  service  (physicians  and  nurses).  Importance  of  early 
treatment. 

(G)    HYGIENIC    MEASURES    FOR    RECUPERATION,    REHABILITATION,    AND 
RESTORATION  IN  THESE  GROUPS. 

PROPERLY^  A   PART  OF  CONSTRUCTIVE-  HYGIENE. 

1.  Provisions  for  recuperation.,  etc.,  in  the  home. — In  the  case  of  the 
average  child  in  the  home  these  procedures  are  matters  of  ordi- 
nary constructive  and  protective  hygiene.  Special  provisions 
may  be  necessary  in  case  of  special  health  injuries.  Such  pro- 
visions should  be  developed  with  the  advice  of  a  reliable  hygienic 
expert — a  dependable  physician — as  in  recover}^  from  infantile 
paralysis,  gonorrhea,  typhoid  fever,  syphilis,  pneumonia,  tuber- 
culosis, or  influenza. 


,  Provision  for  recuperation,  etc.,  in  the  school. — No  place  in  the 
ordinary  school  for  pupils  that  require  special  hygienic  meas- 
ures  for  recuperation,  rehabilitation,   or  restoration.     Special 
classes,  as  after  an  epidemic  of  influenza  or  infantile  paralysis. 
Organized  more  for  pupils  that  are  behind  because  of  poor 
health  than  for  the  purpose  of  giving  them  special  hygienic 
instruction.     Open-air    classes,    malnutrition    classes,    vacation 
classes,  school  camps,  etc. 
Provisions  for  recuperation,  etc.,  in  the  occupations.^^usinQss 
demands  make  it  unprofitable  for  the  employer  to  provide  em- 
ployment for  workers  who  are  handicapped  through  the  effects 
of  acute  or  chronic  health  injury.     It  is,  however,  not  uncommon 
for  business  concerns  to  make  provision  for  those  of  their  em- 
ployees that  sustain  health  injury  because  of  their  work  with 
the  concern.     Employers'  liability  and  workmen's  compensation 
acts  (provisions  of  intergroup  hygiene)  have  become  the  law  in 
45  States.     These  provisions  can  not  be  said  to  apply  directly  to 
the  recuperation,  rehabilitation,  and  restoration  of  the  injured 
worker.     They  do  provide,  however,  more  or  less  inadequately 
the  means  whereby  the  worker  may  help  himself. 
Provisions  for  recuperation  and  rehaUlitation,  in  the  i)istitutio72. — 
(a)  Necessity  for  such  provisions  and  the  nature  of  such  pro- 
visions must  vary  in  the  different  types  of  institutions. 
(h)  Responsibilities  of  institutional   authorities.     In  institu- 
tions in  which  humans  are  committed  for  long  terms 
there  is  a  clear  responsibility  on  the  part  of  the  institu- 
tion to  do  everything  that  reasonably  can  be  done  for  the 
acquisition  and  conservation  of  the  health  of  its  inmates. 
Such  obligation  from  the  point  of  vieAv  of  the  com- 
munity (intergroup  hygiene)  includes  provision  for  the 
restoration  of  the  inmate  to  self-sustaining,  protective, 
orderly  health  citizenship. 

(c)  The  convalescent  cripj^le  must  have  something  more  from 

the  institution  than  the  scars  of  healed  wounds  or  than 
•artificial  limbs.  His  future  health  welfare  depends  on 
his  restoration  to  economic  usefulness.  He  must  be 
taught  how  to  do  something  which  will  feed  him  and 
clothe  him  and  give  him  at  least  the  minimum  require- 
ments for  bodily  nourishment,  bodily  comfort,  and  self- 
respect. 

(d)  The  delinquent  woman  must  not  only  be  cured  of  her 

venereal  disease ;  she  must  learn  how  to  support  herself 
in  an  honorable  way  or  remain  in  the  reformatory  or 
its  equivalent  under  mild  restraint  in  order  that  she  may 
not  infect  others. 


32 

SPECIAL  GROUP  HYGIENE. 

The  more  important  groups  that  may  call  for  special  consideration 
are : 

(1)  The  family.     (Domestic  hygiene,  home  hygiene,  or  family 

hygiene. ) 

(2)  The  school.     (School  hygiene.) 
^3)   The  college  and  university. 

(4)  The  occupations.     (Industrial  hygiene,  occupational  hy- 

giene.) 

(5)  The  institution.     (Institutional  hygiene,  hospital  hygiene, 

hygiene  of  the  reformatory,  the  jail,  etc.) 
These  subjects  in  special  group  hygiene  may  be  systematically 
studied  and  presented  if  they  are  developed  with  reference  to  their — 

(1)  Educational  hygiene. 

(2)  Informational  hygiene. 

(a)   Eesearch,  investigation,  examination,  etc. 
(&)   Distribution  of  information. 

(3)  Defensive  hygiene.     Directed  against  the  agents  that  in- 

jure health,  the  carriers  of  pathogens,  and  the  contribu- 
tory causes  of  poor  health.  Involves  a  consideration 
of— 

(a)  Protective  measures. 

(b)  Preventive  measures. 

(c)  Remedial  measures. 

(d)  Aggressive  measures. 
("i)   Constructive  hygiene. 

(a)  The  hygiene  of  nutrition  (and  excretion). 

(h)  The  hygiene  of  play,  recreation,  exercise,  and 

v^^ork. 
(c)   The  hygiene  of  rest. 
The  professor  or  special  teacher  of  hygiene  v^ill  develop  his  own 
svUabus  and  class  presentation  for  such  subjects  in  special  group  hy- 
giene as  maj^  be  included  in  his  curriculum  courses. 

Division  4.— SYLLABUS  ON  INTERGROUP  HYGIENE. 
GENERAL  CONSIDERATION  OF  INTERGROUP  HYGIENE. 
1.  Definition. — Intergroup  hygiene  is  concerned  with  the  applications 
of  the  natural  laws  of  hygiene  to  associated  groups  of  humans, 
the  several  groups  being  dominated  by  common  interests,  ex- 
posed to  common  health  dangers,  and  competent  to  establish 
and  enforce  legislation  and  regulations  for  the  defense  of  their 
common  health.     These  group  relations  are  found  in  such  en- 
tities as  the  rural  community,  the  town,  the  village,  the  city, 
a  combination  of  towms  or  villages  or  cities,  the  country,  the 
-  State,  a  union  of  States,  the  Nation,  and  alliance  of  nations, 
Intergroup  hygiene  then  comprehends  such  considerations  as 


33 

1.  Definition — Continued. 

"  rural  hygiene,"  "  community  hygiene,"  "  municipal  hygiene," 
II  county  hygiene,"  "  State  hygiene,"  "  Federal  hygiene,"  and 
"international   hygiene."     Obviously  the   establishment   and 
support  of  standards  of  intergroup  hygiene  are  largely  govern- 
mental functions.     The  several  divisions  of  intergroup  liygiene 
are  usually  carried,  if  they  are  carried  at  all,  by  various  de- 
partments of  village,  town,  city,  county.  State,  or  National 
Government.     The  health  regulations  adopted,  the  health  laws 
enacted,  and  the  appropriations  made  in  the  interests  of  com- 
munity health  represent  the  hygienic  education  and  judgment 
of  the  lawmakers  and  their  advisers  in  a  given  community. 
Standards  of  intergroup  hygiene  can  not,  therefore,  be  high  if 
the  standards  of  the  groups  involved  are  not  high.     Just  as 
the  hygiene  of  the  group  is  dependent  u|>on  the  hygiene  of  the 
individuals  that  form  the  group,  so  the  standards  of  hygiene 
maintained  by  groups  in  association  with  each  other  are  de- 
pendent upon  the  standards  of  each  group  involved.     It  is 
evident  that  the  individual  is  a  compelling  factor  in  the  solu- 
tion of  the  problems  of  group  and  intergroup  hygiene.     His 
education  in  hygiene,  his  information  concerning  the  laws  of 
hygiene,  and  his  habits  of  hygiene  have  a  dominating  influence 
upon  the  standards  of  the  hygiene  of  the  group  and  of  the 
association  of  groups  of  which  he  is  an  individual  member.    It 
is  impossible,  therefore,  to  disassociate  individual  hygiene, 
group  hygiene,  and  intergroup  hygiene.     The  education  and 
training  of  the  individual  is  the  fundamental  problem  and  ob- 
ligation of  group  and  intergroup  hygiene,  for  upon  the  indi- 
vidual rests  all  progress  and  all  improvement  in  the  standards 
of  the  group,  and  of  society,  which  is  made  up  of  association  of 
groups.     But  neither  the  individual  nor  the  group  has  ordi- 
narily the  authority,  power,  or  resource  with  which  to  secure 
the  educational  and  informational  hygiene,  or  with  which  to 
provide  the  applications  of  hygiene,  or  through  which  to 
secure  the  regulation  of  individual  or  group  conduct  necessary 
for  the  establishment  and  maintenance  of  high  standards  of 
intergroup  hygiene.    The  importance  of  this  fact  becomes  im- 
pressively   significant    in   the   presence   of   a    great    disaster 
which  brings  death,  incapacity,  destruction  of  property,  pov- 
erty, famine,  and  pestilence.     Power  and  material  resource 
come  with  organized  government.    The  village,  city.  State,  and 
Nation  furnish  the  collective  authority,  the  higher  civic  intelli- 
gence, and  the  larger  financial  resource  necessary  for  the  ade- 
quate health  protection  and  for  the  progressive  health  im- 
provement of  the  family  and  the  individual. 
2058—20 3 


34 

2.  The  economic  hasis  of  intergroup  hygiene. 

(a)  The  economic  values  of  reduced  morbidity,  lowered  mor- 
tality, and  greater  physiological  efficiency;  relation  of 
physiological  efficiency  to  the  success  of  whatever  enter- 
prise man  undertakes  mentally,  morally,  or  physically. 

(&)   Economic  importance  to  the  individual  and  to  the  group. 

■(c)  Economic  importance  to  the  community,  the  city,  the 
State,  the  Nation  (i.  e.,  to  the  association  of  groups). 

(d)  Inability  of  the  individual  or  of  the  group  to  furnish  the 
necessary  resource  to  secure  hygienic  advantages  and 
defenses  important  to  the  health  welfare  of  the  indi- 
vidual and  of  the  group. 

3.  2'he  social  hasis  of  iniergroup  hygiene. 

(a)  Social  values  of  health — comfort,  contentment,  happiness, 

greater  earning  capacity. 

(b)  Social  values  to  the  individual. 

(c)  Social  values  to  the  group. 

(d)  Intergroup  social  values — bearing  of  high  standards  of 

intergroup  hygiene  upon  poverty,  illiteracy,  retarda- 
tion, delinquency,  crime,  moral  degeneracy,  mental  de- 
generacy, physical  deterioration,  and  heredity. 

4.  Legislative  basis  of  intergroup  hygiene. 

(a)  The  health  defensive  agencies  of  intergroup  hygiene  are 

directly  or  indirectly  the  products  of  legislation,  e.  g., 
the  county,  the  city,  or  the  State  department  of  health, 
the  department  of  educational  hygiene,  the  city  hospital, 
reformatory,  etc. 

(b)  Importance  of  law  enforcement.     Police  service,  protec- 

tion of  water"  supply,  supi^ression  of  prostitution,  en- 
forcement of  quarantine. 

5.  Discussion  of  the  main  subdivisions  of  intergroup  hygiene. 

{a)  Intergroup  educational  hygiene.  Obligations  of  the  com- 
munity, State,  or  Nation  to  provide  education  in  hygiene 
for  the  individual  groups  that  are  without  sufficient 
resource  and  authority  to  provide  such  education  them- 
selves. Educational  hygiene  is  an  important  function 
of  the  department  of  health,  the  school,  the  college,  the 
university,  and  the  State  and  national  department  of 
education  or  its  equivalent. 

{b)  Intergroup  informational  hygiene.  It  is  only  through 
intergroup  action  that  important  surveys,  inspections, 
examinations,  investigations,  researches,  and  records 
can  be  made  from  which  will  be  secured  accurate  in- 
formation relating  to  the  problems  of  intergroup  hy- 
giene.    It  is  also  true  that  it  is  only  through  intergroup 


35 

5.  Discussion  of  the  main  subdivisions  of  intergroup  hygiene. — Con. 

(5)   Intergroiip  informational  h^^giene — Continued. 

agencies  that  this  information  can  be  effectively  dis- 
tribut,ed  to  the  individuals  and  groups  that  are  con- 
cerned. The  acquisition  and  distribution  of  informa- 
tional hygiene  are  functions  of  the  department  of 
health ;  scientific  laboratories ;  the  research  divisions  of 
colleges  and  universities,  schools,  societies,  and  organi- 
zations of  experts. 

(c)  Intergroup  protective  hygiene.  An  important  function 
of  the  department  of  health,  the  school,  the  police,  and 
the  other  law-enforcement  agencies. 

(f/)  Intergroup  preventive  hygiene.  An  important  function 
of  the  department  of  health. 

{e)  Intergroup  remedial  hygiene.  An  important  function  of 
the  hospital,  the  clinic,  and  certain  institutions  con- 
cerned with  the  restoration  and  rehabilitation  of  health. 

(/)  Intergroup  aggressive  hygiene.  An  important  function 
of  the  department  of  health  and  of  special  law-enforce- 
ment agencies,  boards,  or  commissions.  Includes  cam- 
paigns against  malaria,  venereal  disease,  typhoid,  tuber- 
culosis, etc.,  organization  and  preparation  for  the  relief 
of  great  disasters,  such  as  fire,  flood,  tornadoes. 

{g)  Intergroup  constructive  hygiene.  One  of  the  most  im- 
portant functions  of  the  school,  the  college,  of  the  park, 
and  of  the  playground. 

(7z)  Intergroup  reconstructive  hygiene.  An  important  func- 
tion of  certain  institutions  concerned  with  the  rehabili- 
tation and  restoration  of  the  inmate  to  some  degree  of 
useful  productive  citizenship. 

6.  Discussion  of  the  more  im^povtant  agencies  of  intergroup  hygiene. 

(This   discussion   should   be    developed   for   each   agency   con- 
sidered, using  the  following  headings:  Educational,  informa- 
tional, defensive,   protective,  preventive,   remedial,   aggressive, 
and  constructive  hygiene. ) 
{a)   Legislative  bodies  as  agencies  for  intergroup  hygiene.     It 
is  only  through  authoritative  competent  legislation  that 
programs  of  intergroup  hygiene  may  become  effective 
operating  realities,  safeguarding  the  health  interests  of 
the  individuals  and  groups  of  individuals  concerned. 
Through  such  legislation  laws  are  provided  and  appro- 
priations made — 

(1)   For  the  reporting  and  control  of  communicable 
diseases. 


36 

6.  Discussion  of  the  more  important  agencies  of  intergroup  hygiene  — 
Continued. 
{a)  Legislative  bodies  as  agencies  for  intergroup  hygiene — 
Continued. 

(2)  For  the  hygiene  and  sanitation  of  public  build- 

ings and  streets. 

(3)  For  the  establishing  of  city,  county,  and  State  re- 
"*  c|uirements  in  educational  hygiene. 

(4)  P"or  creating  and  empowering  health  officers,  de- 

partments of  health,  and  other  law  enforce- 
ment services. 
(.5)   For  providing  for  and  regulating  hospitals,  clin- 
ics, reformatories,  and  other  public  institutions. 

(6)  For  providing  adequate  and  clean  water  supply, 

building   sewer   systems;    constructing    parks, 
playgrounds,  and  public  baths. 

(7)  For  regulating  child  labor,  establishing  a  mini- 

mum wage,  providing  employers'  liability  and 
workmen's  compensation  policies,  etc. 

(8)  And  for  other  purposes  of  intergroup  hygiene. 
(&)   Department  of  health.     The  source  of  promulgations  on 

health,  its  acquisition,  conservation,  and  defense  for 
the  entire  community.  The  community  or  State  agency 
for  the  investigation  of  health  conditions,  enforcement 
of  health  laws,  the  control  of  health  emergencies,  and 
so  on. 

(1)   Discussion   of  organization   and   functions  of — 

a.  Rural  b-oard  of  health  and  the  rural  health 

officer. 

b.  The  Aillage.  city,  or  municipal  department 

of  health. 

c.  The  State  department  of  health. 

d.  A  national  department  of  health. 

(c)   Educational     agencies;     organization     and     intergroup 
hygiene  functions  of — 

(1)  The  schools,  their  curricula  on  hygiene,  physical 

education,  medical  inspection,  etc. 

(2)  The  college,  the  university,  the  research  lul)ora- 

tory. 

(3)  The  training  school  for  teachers. 

(4)  The  State  department  of  education  or  its  equiva- 

lent State  educational  l)ody. 

(5)  A  national   department  of  education. 


37 


6.  DiscusHlon  of  the  more  Importanf  agencies  of  mtergvoup  hygiene — 
Continued, 
(f/)   Governmental      agencies     concerned     with     intergroup 
hygiene.    Analyze  concisel}^  the  organization  and 
relevant  functions  of  the — 

(1)  Medical   service   of   the   Army   and   other   Army 

organizations. 

(2)  Medical  service  of  the  Navy  and  other  Nav}'^  or- 

ganizations. 

(3)  United  States  Public  Health  Service. 

(4)  United  States  Interdepartmental  Social  Hygiene- 

Board. 

(5)  Bureau  of  Education,  Department  of  the  Interior. 

(6)  Children's  Bureau,  Department  of  Labor. 

(7)  Internal  Revenue  Service. 

(8)  Bureau  of  Animal  Industry. 

(9)  Commission  on  training  camp  activities  of  the  War 

Department  and  the  Department  of  the  Navy. 
(e)   Voluntary  organizations  that  serve  as  agencies  for  inter- 
group hygiene.     Analyze  concisely  the  organiza- 
tion and  relevant  functions  of  the  following : 

(1)  The  Red  Cross. 

(2)  The  American  Social  Hj^giene  Association. 

(3)  The    Society   for  the   Study   and   Prevention  of 

Tuberculosis. 

(4)  The  State  and  Provincial  Board  of  Health. 
(6)  The  International  Board  of  Health. 

(6)  The  American  Physical  Education  Association. 

(7)  The  Playground  and  Recreation  Association  of 

America. 

(8)  The  American  Medical  Association. 

(9)  The  National  Education  Association. 

(10)  Universities,    medical    schools,    scientific    labora- 

tories. 

(11)  Selected  charity  organizations  and  other  special 

health  organizations. 

(12)  Life  insurance  companies. 

(13)  The  Church,  Sunday  School,  and  other  religious 

organizations. 

(14)  The  Boy  Scouts  and  the  Girl  Scouts. 


38 

SPECIAL  INTERGROUP  HYGIENE. 

The  more  important  associations  of  groups  that  may  be  sele:?te(l 
for  special  study  and  presentation  are : 

(1)  Rural  hygiene. 

(2)  Village  and  city  hygiene.     (Municipal  hygiene.) 

(3)  State  hygiene.      (Hygiene  of  the  Commonwealth.) 

(4)  Federal  or  national  hj^giene. 

Each  of  these  subjects  Taa.j  be  systematically  studied  and  presented 
if  it  is  developed  with  reference  to  its — 

(1)  Educational  hygiene. 

(2)  Informational  hygiene. 

(a)   Research,  investigation,  examination,  etc. 
(h)   Distribution  of  information. 

(3)  Defensive  hygiene.     Directed  against  the  agents  that  in- 

jure health,  the  carriers  of  pathogens,  and  the  con- 
tributory causes  of  poor  health.  Involves  a  considera- 
tion of  intergroup — 

(a)   Protective  measures. 

(5)  Preventive  measures. 

(c)  Remedial  measures. 

(d)  Aggressive  measures. 

(4)  Constructive    hygiene.     Intergroup    measures    and    pro- 

visions for — 

(a)   The  hygiene  of  nutrition  (and  excretion). 

(h)   The  hygiene  of  play,  recreation,  exercise,  and 

work. 
(c)   The  hj^giene  of  rest. 
The  professor  or  special  teacher  of  hygiene  will  develop  his  own 
sjdlabus  and  his  own  class  program  for  such  subjects  in  intergroup 
hygiene  as  may  be  included  in  his  curriculum  courses. 

REFERENCES  ON  GENERAL  HYGIENE,  INDIVIDUAL  HYGIENE, 
GROUP  HYGIENE,  INTERGROUP  HYGIENE. 

The  references  herein  listed  have  been  selected  with  considerable 
care  by  various  agencies  expertly  qualified  for  the  purpose.  In 
many  cases  the  books  listed  in  the  bibliography  are  recent  editions. 
In  a  few  instances  it  has  seemed  advisable  to  include  books  that  were 
published  several  years  ago.  In  such  cases  the  teacher  will  have  to 
weigh  the  value  of  the  facts  and  the  evidence  contained.  He  must 
make  his  selections  and  pass  his  judgments  with  discriminating  care. 
It  is  hoped  that  every  teacher  will  thus  develop  his  own  syllabus  and 
text  and  make  them  products  of  his  own  critical  investigation  and 
research. 


39 

GENERAL   HYGIENE. 


Author. 


Title. 


Publisher. 


Abbott 

Bainbridge,  FA . . 
Bainbridge,  W.  S 

Beham 

Bergey 

Billings 

Bishop 

Bowen 

Bundy 

Burbank 

Cabot 

Cannon 

Chandler 

Chapin 

Do 

Chittenden 

Conklin 

Crissey 

Curtis 

Davis 

Doty 

Do 

Do 

Dubois 

Dulles 

Edelmann 

Egbert 

Eisenberg 

Fantham 

Fishburg 

Fisher-Berry 

Fisher-Fisk 

Folin 

Goddard 

Do 

Goldmark 

Gulick 

Do 

Do 

Guyer 

Haldane 

Hall.... 

Hartmann-Bibb. . 

Hill 

Hough-Sedwick . . 

Howard 

Howe 

Hutchinson 

Do 

Jewett 

King 

Lee,  R,  I 

Lee,  Joseph 

Lee,  F.  S 


Hygiene  of  Transmissible  Diseases... 
Physiology  of  Muscular  Exercise .... 

The  Cancer  Problem - 

Pain 

Principles  of  Hygiene 

Focal  infection 

The  Narcotic  Drug  Problem 

Applied  Anatomy  and  Kinesiology .  . 
Textbook  of  Anatomy  and  Physiology 

The  Training  of  the  Human  Plant. . . 

Physical  Diagnosis 

Bodily  Changes  in   Pain,    Hunger, 
Fear,  and  Rage. 

Animal  Parasites 

How  to  Avoid  Infection 

The  Sources  and  Modes  of  Infection. . 

The  Nutrition  of  Man 

Heredity  and  Environment 

The  Story  of  Foods 

Education  Through  Play 

Consumption 

Good  Health 

Prevention  of  Infectious  Diseases 

The  Mosquito 

Infiueiice  of  the  Mind  on  the  Body... 
Accidents  and  Emergencies 

Meat  Hygiene 

Hygiene  and  Sanitation 

Principles  of  Bacteriology 

Animal  Parasites  of  Man 

Pulmonary  Tuberculosis 

Physical  Effects  of  Smoking 

How  to  Live 

Preservatives  and  Other  Chemicals 
in  Food. 

Feeble-mindedness 

The  Kallikak  Family 

Fatigue  and  Efficiency 

A  Philosophy  of  Play 

Morals  and  Morale 

Physical    Education    by    Muscular 

Exercise. 

Being  Well  Born 

New  Physiology 

Nutrition  and  Dietetics 

The  Human  Body  and  Its  Enemies . . 

The  New  Public  Health 

The  Human  Mechanism 

The  House  Fly .  . 

How  to  Prevent  Disease 

Common  Diseases 

Preventable  Diseases 

The  Next  Generation 

Battle  with  Tuberculosis 

Health  and  Disease 

Play  in  Education 

The  Human  Macliine  and  Industrial 

Efficiency. 


W.  B.  Saunders  Co. 
Longmans,  Green  &  Co. 
TheMacMillanCo. 
D.  Appleton  &  Co. 
W.  B.Saunders  Co. 
D.  Appleton  &  Co. 
The  MacMillan  Co. 
Lea  &  Febiger. 
P.    Blakiston's    Son    & 

Co. 
The  Century  Co. 
William  Wood  &  Co. 
D.  Appleton  &  Co. 

John  Wiley  &  Sons. 
Harvard    University 

Press. 
John  Wiley  &  Sons. 
F.  A.  Stokes  Co. 
Princeton    University 

Rand,  McNally  &  Co. 
The  MacMillan  Co. 
F.  A.  Davis  Co. 
D.  Appleton  &  Co. 

Do. 

Do. 
Funk&  WagnallsCo. 
P.    Blackiston's   Son    & 

Co. 
Lea  &  Febiger. 

Do. 

C.  V.MosbyCo. 
William  Wood  &  Co. 
Lea  &  Febiger. 
Association  Press,  N.  Y. 
Funk  &  Wagnalls  Co. 
Harvard     University 

PrGSS 

The  MacMillan  Co. 
Do. 

Russell     Sage     Founda- 
tion. 

Association  Press,  N.  Y. 
Do. 

P.    Blakiston's    Son    & 
Co. 

The  Bobbs-Merrill  Co. 

J.  B.  Lippincott  Co. 

D.  Appleton  &  Co. 
The  World  Book  Co. 
The  MacMillan  Co. 
Ginn  &  Co. 

F.  A.  Stokes  Co. 
Harper  &  Bros. 
Houghton  Mifflin  Co. 

Do. 
Ginn  &  Co. 
J.  B.  Lippincott  Co. 
Little,  Brown  &  Co. 
The  MacMillan  Co. 
Longmans,  Green  &  Co. 


40 


General  injgiene — Coutinued. 


Title. 


Publisher. 


Locliliead 

Lorand 

Lusk \ 

]\Iarshall 

McCullum 

McKenzie 

Metchnikoff 

Overton 

Parkes 

Park- Williams 

Popenoe-Johnson, 

Price 

Pv.apeer 

Reese 

Pdchards 

Rosenau 

Ross 

Sargent 

Simon 

Do 

Storey 

Thomas-Ivy 

Wallin 

AYeaver 

Wide 

AVilliams 

AVilev 

Do 

Winslow 

Zinsser 


Classbook  of  Economic  Entomolog}^. .'  P.  Blakiston's  Son  &  Co. 

Old  Age  Deferred ;  F.  A.  Da\is  Co. 

The    Elements    of    the    Science    of  '  W.  B.  Saunders  Co. 

Nutrition. 

]\Iicrobiology P.  Blakiston's  Son  &  Co. 

Newer  Knowledge  of  Nutrition The  MacMillan  Co. 

Exercise  in  Education  and  Medicine.    W.  B.  Saunders  Co. 

The  Prolongation  of  Life G.  P.  Putnam's  Sons. 

General  Hygiene American  Book  Co. 

Manual  of  Practical  Hygiene William  Wood  &  Co. 

Pathogenic  Microorganisms Eea  &  Feljisrer. 

Applied  Eugenics The  Mac^Millan  Co. 

Hygiene  and  Public  Health Lea  &  Febiger. 

Educational  Hygiene Chas.  Scribner's  Sons. 

Outlines  of  Economic  Zoology" P.  Blakiston's  Son  &  Co. 

Air,  Water,  and  Food John  Wiley  &  Sons. 

Preventive  Medicine  and  Hygiene. ..    D.  Appleton  &  Co. 

The  Reduction  of  Domestic  Flies J.  B.  Lippiucott  Co. 

Health,  Strength,  and  Power Dodge  Publishing  Co. 

Human  Infection  Carriers Lea  &  Febiger. 

Infection  and  Immunity Do. 

An  Epitome  of  General  Hygiene Department  of  Hygiene, 

I      College    of    the    City 
of  New  York. 

Applied  Immunology j  J.  B.  Lippincott  Co. 

Problems  of  Subnormality '  World  Book  Co. 

Mind  and  Health = . :  The  MacMillan  Co. 

Handbook  of  Orthopedic  and  ]\redi-     Funk  &  Wagnalls  Co. 

cal  Gymnastics. 

Healthy  Living The  ]\Iac]\Iillan  Co. 

Beverages  and  Their  Adulteration.  . .!  P..  Blakiston's  Son  &  Co. 

Foods  and  Their  Adulteration j  Do. 

Prevention  of  Disease ,  W.  B  Saunders  Co. 

Infection  and  Resistance '  The  MacMillan  Co. 


INDIVIDUAL   HYGIENE. 


Bigelow 

Bowers 

Brackett 

Brady 

Brown 

Burnham 

Bussey 

Cabot 

Cady 

Camp 

Carroll 

Do 

Chancellor 

Chapin 

CooUdge 

Curtis 

Eliason 

Emerson 

Emerson-Betts 


Sex  Education I  The  Mac:\mian  Co. 

Side  stepping  ill-health ;  Little,  Brown  &  Co. 

Care  of  the  teeth j  Harvard  LTniversity 

!      Press. 

Personal  Health '  W.  B.  Saunders  Co. 

Principles  of  Nm-sing Lea  &  Febiger. 

First  Aid Do. 

Manual  of  Personal  Hygiene Ginn  &  Co. 

A  Laymen's  Handbook  of  Medicine.  .|  Houghton  ^Vlifflin  Co. 
The  Way  Life  Begins '  American     Social     Hy- 

j      giene  Association,  New 
York. 

Keeping  Fit  All  the  Way [  Harper  &  Bros. 

Mastery  of  Nervousness' i  The  MacMillan  Co. 

Our  Nervous  Friends '  Do. 

Health  of  the  Teacher Forbes  &  Co. 

Health  First The  Century  Co. 

Adenoids  and  Tonsils Harvard    Universit> 

Press. 

Recreation  for  Teachers The  MacMillan  Co. 

Fii-st  Aid  in  Emergencies i  J.  B.  Lippincott  Co. 

Nervousness {  Little,  Brown  &  Co. 

Physiology-  and  Hygiene j  Bobbs-Merrill  Co. 


41 


Individual  hygiene — Continued. 


Author. 


Title. 


Publisher. 


Exner 

Fielding 

Fischer 

Fisher 

Fisher-Fisk 

Forel 

Foster 

Galbraith 

Do 

Gerrish 

Gulick 

Hall 

Do 

Head 

Hirschfeld 

Hoag 

Holt 

Hopkins 

Hough-Sedwick. 

Howard 

Howe,  G.  L 

Howe,  E.C 

Howell 

Hutchinson 

Do 

Kaufmann 

Kelly 

Kerr- Agar.... . . . 

Kirkes 

Kitson 

Latimer 

Lippitt 

Lowrey 

Do 

Do 

Lyster 

Malchow 

Marshall 

Mirtin 

McCann 

Mclssac 

Mjore 

Morrow 

Mosher 

Mumey 

Owen 

Posey 

Pusey 

Pyle 

Richards 

Starr 

Stiles 

Do 

Do 

Stokes 

Tolman 

Town 


Rational  Sex  Life  for  Men 

Sanity  in  Sex 

The  Physiology  of  Alimentation 

The   Health    Care   of   the    Growing 

Child. 

How  to  Live 

Nervous  and  Mental  Hygiene 

The  Social  Emergency 

Personal     Hygiene     and     Physical 

Training  for  Women. 
The  Four  Epochs  of  a  Woman's  Life 
Sex  Hygiene 

The  Efficient  Life ■. . . 

Girlhood  and  Its  Problems 

Youth  and  Its  Problems 

Mouth  Hygiene 

The  Heart  and  the  Blood  Vessels.  . . 

Health  Studies 

Diseases  of  Infancy  and  Childhood. 

The  Care  of  the  Teeth 

Elements  of  Physiology 

How  to  Rest 

How  to  Prevent  Disease 

Syllabus  of  Personal  Hygiene 

Physiology 

A  Handbook  of  Health 

Instinct  and  Health 

Care  of  the  Mouth  and  Teeth 

High  Road  to  Health 

Lectures  on  Sex  and  Heredity 

Handbook  of  Physiology 

How  to  Use  Your  Mind 

Girl  and  Woman 

Personal  Hygiene  and  Home  Nursing 

Herself 

Himself 

Preparation  for  Womanhood 

Textbook  of  Hygiene  for  Teachers .  . 

The  Sexual  Life 

Mouth  Hygiene 

The  Human  Body 

The  Science  of  Eating 

Hygiene  for  Nurses 

Keeping  in  Condition 

Immediate  Care  of  the  Injured 

Health  and  Happiness 

Hygiene  for  Nurses , 

Treatment  of  Emergencies 

Hygiene  of  the  Eye 

TJie  Care  of  the  Skin  and  Hair 

Personal  Hygiene 

Hygiene  for  Girls 

The  Adolescent  Period 

Human  Physiology 

Nutritional  Physiology 

The  Nervous  System  and  Its  Con- 
servation. 

The  Third  Great  Plague 

Hygiene  for  the  Worker , 

Habits  that  Handicap , 


Association  Press,  N.  Y. 
Dodd,  Mead  &  Co. 
John  Wiley  &  Sons. 
Funk  &  Wagnalls  Co. 

Do. 

G.  P.  Putnam's  Sons. 
Houghton  Mifflin  Co. 
W.  B.  Saunders  Co. 

Do. 
The  Gorham  Press,  Bos- 
ton. 
Doubleday,  Page  &  Co. 
John  C.  Winton  Co. 

Do. 
W.  B.  Saunders  Co. 
Funk  &  Wagnalls  Co. 
D.  C.  Heath  &  Co. 
D.  Appleton  &  Co. 

Do. 
Ginn  &  Co. 
Edward  J.  Clode. 
Harper  &  Bros. 
Wellesley  College. 
W.  B.  Saunders  Co. 
Houghton  Mifflin  Co. 
Dodd,  Mead  &  Co. 
Rebman  Co. 
Dodd,  Mead  &  Co. 
The  MacMillan  Co. 
William  Wood  &  Co. 
J.  B.  Lippincott  Co. 
D.  Appleton  &  Co. 
World  Book  Co. 
Forbes  &  Co. 

Do. 

Do. 
Warwick  &  York. 
C.  V.  Mosby  Co. 
J.  B.  Lippincott  Co. 
Henry  Holt  &  Co. 
George  H.  Doran  Co. 
The  MacMillan  Co. 

Do. 
W.  B.  Saunders  Co. 
,  Funk  &  Wagnalls  Co. 

C.  V.  Mosby  Co. 
W.  B.  Saunders  Co. 
J.  B.  Lippincott  Co. 

D.  Appleton  &  Co. 
W.  B.  Saunders  Co. 
D.  C.  Heath  &  Co. 

P.  Blakiston's  Son  &  Co. 
W.  B.  Saunders  Co. 

Do. 

Do. 

Do. 
American  Book  Co. 
The  Century  Co. 


42 


Individual  hygiene — Continued. 


Author. 

Title. 

Publisher. 

Walters 

Principles  of  Health  Control 

Pes'  Alonsr.    . 

D   C  Heath  &  Co 

Walton? 

J.  B.  Lippincott  Co. 

Do 

T\Tiv  Worry 

Weaver 

The"  Mind  and  Health 

The  MacMillan  Co 

^ATiite 

Principles  of  Mental  Hygiene 

Sex  Hygiene. 

Do 

Wile 

Duffield  &  Co 

Winslow 

Healthy  Living 

C.  E.  Merrill  &  Co. 

Woodhull 

Personal  Hvgiene 

John  Wiley  &  Sons. 

Woodworth 

The  Care  of  the  Body 

The  MacMillan  Co. 

GROUP   HYGIENE. 


Adams... 

Andress.. 
Ashburn. 
Ayers 

Do.. 
Bancroft. 
Bashore . . 

Do.. 

Do.. 


Brewer 

Broadhurst . . 

Bryant 

Burgenstein. 

Burk 

Coolidge 

Cornell 


Cutler. 


Donahoe 

Dressier 

Fisher  and  Fisk . . . 

Forsyth 

Gerhard 

Do 

Harris 

Harrison 

Hoag  and  Terman . 

Holt 

Kelly  and  Bradshaw 
Kober  and  Hanson 


L^Tich . 
Do. 


Neumeyer . 

O'Donnell. 

Ogden 

Osborne. . . 

Price 

Pry  or 

Putnam .  . . 


The  Health  Master. 

Health  Education  in  Piiral  Schools. 
The  Elements  of  Military  Hygiene... 

Open  Air  Schools 

Healthful  Schools 

The  Posture  of  School  Children 

Overcrowding  and  Defective  Housing. 

Sanitation  of  a  Country  Home 

Sanitation  of  Recreation  Camps  and 

Parks. 

Rural  Hygiene 

Home  and  Community  Hygiene 

School  Feeding 

School  Hygiene 

Health  and  the  School 

Home  Care  of  Sick  Children 

Health  and   Medical   Inspection  of 

School  Children. 
The  Care  of  the  Sick  Room 


Manual  of  Nursing 

School  Hygiene 

Health  for  the  Soldier  and  Sailor 

Children  in  Health  and  Disease 

Sanitation  of  Public  Buildings 

Modern  Baths  and  Bath  Houses 

Health  on  the  Farm 

Home  Xursing 

Health  Work  in  the  Schools 

Diseases  of  Infancy  and  Childhood  . . 

Handbook  for  School  Nurses 

Diseases  of  Occupation  and  Voca- 
tional Hygiene. 

How  to  Keep  Fit  in  Trench  and  Camp. 

Special  Fii'st  Aid  Editions:  jMiners, 
Police,  Firemen.  Railroad, Women. 

Medical  and  Sanitary  Inspection  of 
Schools. 

The  Family  Food 

Rural  Hygiene 

The  Family  House 

The  }.Iodern  Factory 

Xaval  Hygiene 

School  Janitors 


Houghton  Mifflin  Co. 

Do. 

Do. 
Doubleday.  Page  &  Co. 
Houghton  Mifflin  Co. 
The  MacMillan  Co. 
John  Wiley  &  Sons. 

Do. 

Do. 

J.  B.  Lippincott  Co. 

Do. 

Do. 
F.  A.  Stokes  &  Co. 
D.  Appleton  &  Co. 

Do. 
F.  A.  Da^is  Co. 

Harvard     L'niversity 

Press. 
D.  Appleton  &  Co. 
The  ]MacMillan  Co. 
Funk  &  Wagnalls  Co. 
P.  Blakiston's  Son  &  Co. 
John  Wiley  &  Sons. 

Do. 
Sturgis  &  Walton  Co. 
The  MacMillan  Co. 
Houghton  Mifflin  Co. 

Do. 
The  MacMillan  Co. 
P.  Blakiston's  Son  &  Co. 

Do. 
Do. 

Lea  &  Febiger. 

The  Penn  Publishing  Co. 

The  MacMillan  Co. 

The  Penn  Publishing  Co. 

John  Wiley  &  Sons. 

P.  Blakiston's  Son  &  Co. 

Press  American  Acad- 
emy of  Medicine,  Eas- 
ton,  Pa. 


43 


Group  hygiene — Continued. 


Title. 


Publisher. 


Richards... 

Shaw 

Solis-Cohen 

Starr 

Strong 

Struthers... 

Talbot 

Terman.  .  . 
Thompson . 
Tolman..-. . 
Whipple . . . 

Winslow... 
Wright .... 


Home  Sanitation '  '^Tiitcomb  &  Barrows. 

School  Hygiene I  The  MacMillan  Co. 

The  Family  Health Penn  Publishing  Co. 


P.  Blakiston's  Son  &  Co. 

Do. 
G.  P.  Putnam's  Sons. 


Hygiene  of  the  Xursery 

Home  Hygiene  and  Care  of  the  Sick 

The  School  Xurse 

House  Sanitation WTiitcomb  &  Barrows. 

Hygiene  of  the  School  Child Houghton  Mifflin  Co. 

The  Occupational  Diseases D.  Appleton  &  Co. 

Hygiene  for  the  Worker American  Book  Co. 

Questions  in  School  Hygiene C.    W.    Bardeen,     Pub- 

'       lisher. 

The  Home  Medical  Adyiser D.  Appleton  &  Co. 

Industrial  Nursing The  MacMillan  Co. 


INTERGROUP   HYGIENE. 


Addams 

Allen,  E.F 

Allen,  W.H.... 

Ash 

Bishore 

Blair... 

Bowen 

Brainard 

Broadhurst .... 

Brown 

Cabot 

Capes 

Colman 

Egbert 

Endleman 

Fielding 

Flexner 

Ford 

Foster 

Fredericksen .  . 

Gardner 

Gerhard  

Godfrey 

Gorgas 

Harrington 

Hemenway.  . . . 
Hill ' 

Do 

Hodge-Dawson. 
Hough-Sedwick 

Hunter 

Hutchinson 

Do 

Klein 

Kneeland 

Leland 


The  Spirit  of  Youth  and  the  City 
Streets . 

Keeping  Our  Fighters  Fit  for  War 
and  After. 

Ci\dcs  and  Health 

Organization  in  Accident  Preyention . 

Outlines  of  Practical  Sanitation 

Public  Hygiene 

Safeguards  for  City  Youth  at  Work 
and  at  Play. 

Organization  of  Public  Health 
Nursing. 

Home  and  Community  Hygiene 

Health  in  Home  and  Town 

Social  Work 

Municipal  Housecleaning 

The  People's  Health 

Hygiene  and  Sanitation 

Meat  H\'giene 

Sanity  in  Sex 

Prostitution  in  Europe 

Elements  of  Field  Hygiene  and  San- 
itation. 

The  Social  Emergency 

The  Story  of  Milk. . . ." 

Practical  Sanitation 

Guide  to  Sanitary  Inspections 

The  Heahh  of  the'City 

Sanitation  in  Panama 

Practical  Hygiene 

American  Public  Health  Protection... 

Sanitation  for  Public  Health  Nurses.. . 

The  New  Public  Health 

A  Ciyic  Biology 

Hygiene  and  Sanitation 

Ciyic  Biology 

Ciyilization  and  Health 

Community  Hygiene 

Milk  Hygiene 

Commercia;!  Prostitution  in  New  York 

Sanitation  in  War 


The  Macmillan  Co. 

The  Century  Co. 

Ginn  &  Co. 

McGraw-Hill  Book  Co. 
John  Wiley  &  Sons. 
The  Gorham  Press. 
The  Macmillan  Co. 

Do. 

J.  B.  Lippincott  Co. 

D.  C.  Heath  &  Co. 
Houghton  Mifflin  Co. 

E.  P''.  Diitton  &  Co. 
The  Macmillan  Co. 
Lea  &  Febiger. 

Do. 
Dodd,  Mead  &  Co. 
The  Century  Co. 
P.  Blakiston's  Son  &  Co. 

Houghton  Mifflin  Co. 
The  Macmillan  Co. 

C.  V.  Mosby  Co. 
John  W^iley  &  Sons. 
Houghton  Mifflin  Co. 

D.  Appleton  &  Co. 
Lea  &  Febiger. 
Bobbs-Merrill  Co. 
The  Macmillan  Co. 

Do. 
Ginn  &  Co. 

Do. 
American  Book  Co. 
Houghton  Mifflin  Co. 

Do. 
J.  B.  Lippincott  Co. 
The  Century  Co. 
P.  Blakiston's  Son  &  Co. 


44 


Intcrgroup  liygiene — Continued. 


Author. 


Title. 


MacNutt Manual  for  Healt  li  Officers 

March . . , Towards  Eacial  Health 

McCann The  Starving  World 

Overlock The  Workino-  People 

Overton The  Heahh  Officer 

Pani Hygiene  in  Mexico 

Parkes Hygiene  and  Public  Health 

Parsons Disposal  of  Municipal  Refuse 

Price Handbook  on  Sanitation 

Do Hygiene  and  Public  Health 

Race Examination    of    Milk    for    Public 

Health  Purposes. 

Richards Conservation  by  Sanitation 

Do Cost  of  CI'  anness 

Ross The  Prevention  of  Malaria 

Sedwick Science  and  the  Puljlic  Health 

Tuttle Principles  of  Public  Health 

Vedder Syphilis  and  the  Public  Health 

Do j  Sanitation  fcr  ]VIedical  Officers 

Whipple State  Sanitation , 


Publisher. 


Do I  Vital  Statistics 

Wood I  Sanitation  Practically  Applied  . 


John  Wilev  &  Sons. 
E.  P.  Dutton  &.  Co. 
G.  H.  Doran  &  Co. 
The  Blanchard  Press. 
W.  B.  Saunders  Co. 
G.  P.  Putnam's  Sons. 
P.  Blakiston's  Son  &  Co 
John  Wilev  &  Sons. 

•    Do.     ■ 
I/ca  &  Febiger." 
John  Wiley  &  Sons. 

Do. 

Do. 
E.  P.  Dutton  &  Co. 
The  Macmillan  Co. 
World  Book  Co. 
Ijca  &  Febiger.. 

Do. 
Harvard     University 

Press . 
John  Wilev  &  Sons. 

Do. 


GENERAL  REFERENCES. 


Federal  Government. — Man}^  of  the  btilletin.s  published  by  the  fol- 
lowing departments  contain  valuable  information  for  the  student 
and  the  teacher.  The  various  Government  departments  will  place 
the  name  of  any  institution  on  the  mailing  list  if  proper  application 
if  made  to  the  Secretary  of  the  department  from  which  bulletins 
bearing  on  hygiene  are  desired.  A  list  of  the  publications  of  the 
different  departments  that  are  available  for  free  distribution,  or  for 
n  small  fee,  can  be  secured  from  the  Superintendent  of  Documents, 
Government  Printing  Office,  Washington,  D.  C. : 

Bureau  of  Education,  Department  of  the  Interior : 

Organized  health   worlv  in    schools,   E.   -B.   Hoag.      Bulletin   No.   44.    1913. 

10  cents. 
Physical  growth  and  school  progress,  B.  T.  Baldwin.    Bulletin  No.  10,  1914. 

25  cents.  ^  .'] 

The  health  of  school  children,  W\  H.  Heck.    Bulletin  No.  4,  l9lk    15  cents. 
Schoolhouse  sanitation,  William  A.  Cook.     Bulletin  No.  21,  1915.    10  cents. 
Health  of  school  children,  W.  H.  Heck.     Bulletin  No.  50,  1915.     20  cents. 
Medical  inspection  in  Great  Britain,  E.  L.  Roberts.     Bulletin  No.  49,  1916. 

15  cents. 
Activities  of  school  children  in  out-of-school  hours,  C.  D.  Davis.     Bulletin 

No.  20,  1917.     5  cents. 
Military  training  of  youths  of  school  age  in  foreign  countries,  \\.  S.  Jesien. 

Bulletin  No.  25,  1917.    5  cents. 
Physical  education  in  s-econdary  schools.    BiiUetin  No.  .50,  1917.    5  cents. 


45 

Bureau  of  Education.  Depurtiiieut  of  the  Interior — Continued. 

Recent  State  legislation  for  pliy.sical  education,   Storey  and   Small.     Bul- 
letin No.  40,  1918.     5  cents. 
Standardization  of  medical-iuspection  facilities,  J.  H.  Berkowitz.     Bulletin 

No.  2,  1918.     10  cents. 
Educational  hygiene,  Small.    Bulletin  No.  48,  1919.     5  cejits. 
Report  of  the  public-school  system  of  Memphis,  Tenn.    Part  7,  health  work. 

Bulletin  No.  50,  1919. 
The  eyesight  of  children,  Berkowitz.     Bulletin  No.  65,  1919. 
Schools  and  classes  for  feeble-minded  and  subnormal   children.     Bulletin 

No.  70,  1919. 
Part  ly,  Educational  Directory,  1919-20.     Schools  for  the  blind,   lor  the 

deaf,  and  for  the  feeble-minded.     Bulletin  No.  71,  1919. 
Schools  and  classes  for  the  blind,  1917-18.     Advance  sheets  from  Biennial 

survey.  1916-1918.     Bulletin  No.  78,  1919. 
Schools  for  the  dtaf,  1917-18.     Advance  sheets  from  the  Biennial  survey, 

1916-1918.     Bulletin  No.  79.  1919. 
Health  Education   Series — 

No.  1.  Wanted  teachers  to  enlist  for  child  health  service.    5  cents. 
No.  2.  Diet  for  the  school  child.     5  cents. 
No.  3.  Summer  health  and  play  school.     5  cents. 
No.  4.  Methods  of  teaching  health.    5  cents. 
Public  Health  Service,  Treasury  Department  (weekly  reports)  :  The  more  im- 
portant reprints  on   the   general  subject  of  hygiene  are  listed   in  the  bib- 
liography on  page  47. 
Children's  Bureau,  Department  of  Labor.     (Many  bulletins  on  child  welfare.) 
Department  of  Agriculture.     (Bulletins  on  food,  drugs,  beverages,  insects,  etc.) 
Department  of  Labor.     (Bulletins  on  industrial  hygiene,  accidents,  etc.) 

State  government. — Bulletins  published  by  the  State  department 
of  health  and  the  State  department  of  education  frequently  contain 
valuable  information  on  the  problems  of  health  conservation  and 
development.  The  following  State  departments  of  health  publish 
bulletins,  which  are  available  for  distribution. 

STATE   DEPAETMENT    OF    HEALTH    BULLETINS. 

Arizona  State  Board  of  Health  Bulletin,  Phoenix. 

California  State  Board  of  Health  Monthly  Bulletin,  San  Francisco. 

Connecticut  Health  Bulletin,  Hartford.     State  board  of  health. 

Florida  Health  Notes,  Tampa.    State  board  of  health. 

Bulletin  of  the  State  board  of  health,  Augusta,  Ga. 

Illinois  Health  News,  Springfield.    State  board  of  health. 

Monthly  Bulletin  of  the  Indiana  State  Board  of  Health,  Indianapolis. 

Iowa  Health  Bulletin,  Des  Moines.     State  board  of  health. 

Bulletin  of  the  Kansas  State  Board  of  Health,  Topeka. 

Bulletin  of  the  State  Board  of  Health  of  Kentucky,  Bowling  Green. 

Louisiana  State  Board  of  Health  Monthly  Bulletin,  New  Orleans. 

Maine  State  Department  of  Health  Bulletin,  Augusta. 

Public   Health   Bulletin   of   the   Massachusetts   State   Department   of   Health, 

Boston. 
Public  Health,  Lansing.    State  board  of  health. 
Health  Bulletin,  Jackson,  Miss.     State  board  of  health. 
Montana  Bulletin  of  the  Department  of  Public  Health,  Helena. 


■46 

Quarterly  Bulletin  of  the  State  Board  of  Health  of  Ne^y  Hampshire,  Concord. 

Public  Health  News,  State  department  of  health,  Trenton,  N.  J. 

Health  News,  monthly  bulletin  of  the  New  York  State  Department  of  Health, 

Albany. 
Health  Bulletin,  North  CaroUua  State  Board  of  Health,  Raleigh. 
North  Dakota  State  Board  of  Health,  Devils  Lake. 
Ohio  Piiblic  Health  Journal,  State  board  of  health,  Columbus. 
Pennsylvania  Health  Bulletin,  State  department  of  health,  Harrisburg. 
Bulletin  of  the  Rhode  Island  State  Board  of  Health,  Providence. 
Bulletin  of  the  Texas  State  Board  of  Health,  Austin. 
Utah  Health  Bulletin,  State  board  of  health,  Salt  Lake  City. 
Quarterly  Bulletin  of  the  Vermont  State  Board  of  Health,  Rutland. 
Virginia  Health  Bulletin,  State  department  of  health,  Richmond. 
Quarterly  Health  Bulletin,  State  board  of  health,  Madison,  Wis. 

STATE   DEPAKTMENT  OF  EDUCATION   BXJLLETINS. 

The  following  State  departments  of  education  have  prepared  syllabi  on  physi- 
cal education  (including  hygiene,  sanitation,  first  aid,  etc.)  :  California,  Indiana, 
New  Jersey,  New  York,  Michigan,  Rhode  Island,  Virginia,  Oregon,  Kentucky, 
Nevada,  Utah,  Washington. 

MAGAZINES,    JOURNALS .   ETC. 

The  following  journals  are  more  or  less  devoted  to  the  general  subject  of 

hygiene : 

American  Physical  Education  Review,  93  Westford  Avenue,  Springfield,  Mass. 

American  Journal  of  Public  Health.  169  Massachusetts  Avenue,  Boston,  Mass. 

American  Journal  of  Nursing,  19  West  Main  Street,  Roche.ster,  N.  Y. 

The  Public  Health  Nurse,  21.57  Euclid  Avenue,  Cleveland,  Ohio. 

Mind  and  Body,  New  Ulm,  Minn. 

The  PlaygTOimd,  1  Madison  Avenue,  New  York. 

Physical  Training,  347  Madison  Avenue,  New  York. 

Mental  Hygiene,  50  Union  Square,  New  York. 

Good  Health,  Battle  Creek,  Mich. 

Social  Hygiene,  105  West  Fortieth  Street,  New  York  City. 

Journal  American  Medical  Association.  535  North  Dearborn  Street,  Chicago,  111. 

Bulletin  of  the  National  Association  for  the  Study  and  Prevention  of  Tuber- 
culosis, 105  East  Twenty-second  Street,  New  York. 

How  to  Live,  published  by  the  Life  Extension  Institute,  New  York. 

American  Journal  of  School  Hygiene,  Worcester,  Mass. 

Journal  of  the  Outdoor  Life,  381  Fourth  Avenue,  New  York  City. 

Journal  of  Industrial  Hygiene,  The  Macmillan  Co. 

Journal  of  Heredity,  American  Genetic  Association,  Washington,  D.  C. 

EEFEEENCE  BOOKS. 

Reader's  Guide  to  Periodical  Litei-ature.  Published  by  H.  W.  Wilson  Co.,  Uni- 
versity Place,  New  York  City.  Contains  a  monthly  bibliography  of  all  articles 
occurring  in  periodicals. 

The  Cumulative  Book  Index.  Published  by  H.  W.  Wilson  Co.  Monthly  bibliog- 
raphy of  all  books  published. 

Index  Medicus.  Published  by  the  Carnegie  Institution,  of  Washington,  D.  C. 
A  monthly  bibliography  of  all  medical  literature. 


47 

Selected  Bibliography  of  Physical  Training.  Published  by  the  American  Physi- 
cal Education  Association,  93  Westford  Avenue,  Springfield,  Mass. 

Proceedings  of  the  Fourth  International  Congress  on  School  Hygiene,  BufCalo, 
N.  Y.    Printed  by  the  Courier  Co.,  of  Buffalo. 

REFERENCES. 

Publications  that  may  be  secured  through  the  United  States  Public 
Health  Service,  Washington,  D.  C. : 

GENERAL  HYGIENE. 

Misc.  Pub.  20.     Uncle  Sam's  Guides  to  Health. 

Supp.  31.  Safe  Millv.  An  Important  food  problem.  By  Earnest  A.  Sweet. 
May  25,  1917. 

Supp.  30.     Common  Colds.     By  W.  C.  Bucker.     Mar.  16,  1917. 

Supp.  29.  The  Transmission  of  Disease  by  Flies.  By  Earnest  A.  Sweet. 
Apr.  14,  1916. 

Supp.  21.  Scarlet  Fever :  Its  Prevention  and  Control.  By  J.  W.  Schere- 
schewsky.     Nov.  27,  1914.     (Revised  April,  1918.) 

Supp.  19.  Yellow  Fever :  Its  Epidemiology,  Prevention,  and  Control.  Lec- 
tures delivered  at  the  U.  S.  Public  Health  Service  School  .of  Instruction.  By 
H.  R.  Carter,  senior  surgeon,  U.  S.  Public  Health  Service,  Lecture  No.  1  (Mar. 
26,  1914),  Lecture  No.  2  (Mar.  27,  1914).     Sept.  11,  1914. 

Supp.  18.  Malaria:  Lessons  on  its  Cause  and  Prevention.  (For  use  in 
schools.)     By  H.  R.  Carter.     July  17,  1914. 

Supp.  16.  The  Summer  Care  of  Infants.  By  W.  C.  Rucker  and  C.  C.  Pierce. 
June  19,  1914. 

Supp.  14.  Diphtheria :  Its  Prevention  and  Control.  By  J.  W.  Schere- 
schewsky.     Apr.  17,  1914. 

Supp.  12.  Vital  Statistics.  A  Discussion  of  What  They  Are  and  Their  Uses 
in  Public  Health  Administration.     By  John  W.  Trask.     Apr.  3,  1914. 

Supp.  10.  The  Care  of  the  Baby.  Prepared  by  a  Committee  of  the  American 
Association  for  the  Study  and  Prevention  of  Infant  Mortality  and  presented  to 
the  Association  at  its  Annual  Meeting,  held  in  Washington,  D.  C,  Nov.  14-17, 
1913.     Dec.  19,  1913. 

Supp.  8.  Trachoma :  Its  Nature  and  Prevention.  By  John  McMullen.  Nov. 
21,  1913. 

Supp.  6.  Contagious  Diseases :  Their  Prevention  and  Control  in  Children's 
Institutions.     By  James  P.  Leake.     Apr.  11,  1913. 

Supp.  3.  Tuberculosis :  Its  Predisposing  Causes.  By  F.  C.  Smith.  Feb.  7, 
1913. 

Supp.  1.     Measles.     By  W.  C.  Rucker.     Jan.  24,  1913. 

Rep.  509.  Standards  for  Measuring  the  Efficiency  of  Exhaust  Systems  in 
Polishing  Shops.  By  C.  E.  A.  Winslow%  L.  Greenburg,  and  H.  C.  Angermeyer. 
Mar.  7,  1919. 

Rep.  476.  Malaria  Control.  Results  obtained  by  a  Local  Community  Fol- 
owing  Antimosquito  Demonstration  Studies  by  the  United  States  Public  Health 
Service  in  Cooperation  Avith  the  International  Health  Board.  Direction :  J.  E. 
Sparks,  M.  D. ;  Advisory  Supervision,  R.  C.  Derivaux  and  H.  A.  Taylor,  M.  D. 
July  12,  1918. 

Rep.  461.  Pellagra :  Its  Nature  and  Prevention.  By  Joseph  Goldberger. 
Apr.  5,  1918. 


48 

Rep.  456.  The  Application  of  Ozone  to  the  Purification  of  Swimming  Pools. 
By  Wallace  A.  Manheimer,  Ph.  D.     Mar.  1,  1918. 

Rep.  454.  Prophylaxi.s  of  Malaria.  Immunization  by  Quinine.  By  H.  R. 
Carter.  Mar.  29,  1918.  (Pubhshed  as  Reprint  No.  175  in  1914,  under  the  title 
Quinine  Prophylaxis  for  Malaria.) 

Rei^  448.  Industrial  Efficiency.  The  Bearings  of  Physiological  Science 
Thereon :  A  Review  of  Recent  Work.  By  Frederic  C.  Lee,  Ph.  D.  Jan.  11, 
1918. 

Rep.  436.  The  Control  of  Communicable  Diseases.  Report  of  the  American 
Pul)lic  Health  Association  Committee  on  Standard  Regulations,  appointed  in 
October,  1916.     Oct.  12,  1917. 

Rep.  435.  Vaccination  Against  Smallpox.  The  Kind  of  Vaccine  to  Use  and 
How  to  Use  It.     Nov.  80,  1917. 

Rep.  413.  Meningococcus  Carriers.  Their  Recognition  and  Treatment.  .Tuly 
2J,  1917. 

Rep.  400.  Occupation  and  Mortality.  Their  Relation  as  Indicated  by  the  Mor- 
tality Returns  in  the  City  of  New  York  for  1914.  By  Shirley  Wilmotte  Wynn. 
M.  D.,  and  William  H.  Guilfoy,  M.  D.     June  8,  1917. 

Rep.  397.  Drinking  Fountains.  Investigation  of  Fountains  at  the  Uni 
versity  of  Minnesota.     By  H.  A.  Whittaker.     May  11,  1917. 

Rep.  395.  Typhoid  Fever  and  Municipal  Administration.  By  A.  W.  Free- 
man.    May  4,  1917.- 

Rep.  387.  Climate  and  Tuberculosis.  The  Relation  of  Climate  to  Recovery. 
By  .John  W.  Trask.     Feb.  23,  1917. 

Rep.  382.  Malaria.  A  Public  Health  and  Economic  Problem  in  the  United 
States.     By  John  W.  Trask.     Dec.  22,  1915. 

Rep.  366.  The  Physical  Care  of  Rural  School  Children.  By  Tahaferro  Clark. 
Oct.  6,  1916. 

Rep.  362.  The  Sewage  Pollution  of  Streams.  Its  Relation  to  the  Public 
Health.     By  W.  H.  Frost.     Sept.  15,  1916. 

Rep.  350.  Poliomj^elitis  (Infantile  Paralysis).  What  is  Known  of  Its 
Cause  and  Modes  of  Transmission.     By  Wade  H.  Frost.     July  14,  1916. 

Rep.  249.  Hay  Fever  and  Its  Prevention.  By  W.  Scheppegrell,  M.  D.,  presi- 
dent American  Hay  Fever  Prevention  Association,  New  Orleans,  La.  .July  21, 
1916. 

Rep.  319.  The  Practicing  Physician.  What  He  Should  Know  about  the  Reg- 
istration of  Births  and  Deaths  and  the  Reporting  of  Sickness.  By  J.  W.  Trask. 
Jan.  14,  1915. 

Rep.  309.  Tuberculosis :  With  Special  Reference  to  Its  Epidemiology,  Trans- 
missibility,  and  Prevention.     By  George  M.  Kober,  M.  D.     Oct.  29,  1915. 

Rep.  302,  Industrial  Hygiene.  A  Plan  for  Education  in  the  Avoidance  of 
Occupational  Diseases  and  Injuries.     By  J.  W.  Schereschewsky.     Oct.  1,  1915. 

Rep.  287.  The  Practical  Use  of  Disinfectants.  By  H.  E.  Hasseltine.  .July  2, 
1915. 

Rep.  271.  Typhus  Fever.  Its  Etiology  and  the  :\Iethods  of  Its  Prevention. 
By  John  F.  Anderson.     Apr.  30,  1915. 

Rep.  225.  The  Chemical  Disinfection  of  Water.  By  Earle  B.  Phelps.  <')ct.  9, 
1914. 

Rep.  189.  Pure  Drugs  and  the  Public  Health.  By  Martin  I.  Wilbert.  :\Iay  8, 
1914. 

Rep.  171.  Public  Health  Administration.  The  Factors  upon  which  Its  Efti- 
ciency  Depends.     By  W.  C.  Rucker.     Mar.  6,  1914. 

Rep.  155.  Heat  and  Infant  Mortality.  By  J.  W.  Schereschewsky.  Dec.  5, 
1913. 


49 

Rep.  150.  The  Citizen  and  the  Public  Health.  The  Individual's  Relation  to 
the  Health  of  the  Community.     By  John  W.  Trask.     Nov.  7,  1913. 

Rep.  105.  Antimalarial  Measures  for  Farmhouses  and  Plantations.  By 
Henry  R.  Carter.     Dec.  6,  1912. 

Rep.  100.  Whooping  Cough — Its  Nature  and  Prevention.  A  Popular  Discus- 
sion of  a  Widespread  and  Dangerous  Disease  for  which  Familiarity  has  Bred 
Contempt.     By  W.  C.  Rucker.     Oct.  25,  1912. 

Rep.  88.  The  Eradication  and  Prevention  of  Bubonic  Plague.  By  William 
Colby  Rucker.     July  19,  1912. 

Rep.  76.  The  Necessity  for  Safe  Water  Supplies  in  the  Control  of  Tsrphoid 
Fever.     By  A.  J.  McLaughlin.     Mar.  22,  1912.     13  pages.     5  tables.     Paper. 

Rep.  69.  Epidemic  Cerebrospinal  Meningitis.  A  Review  of  its  Etiologj', 
Transmission,  and  Specific  Therapy,  with  Reference  to  Public  Measures  for  its 
Control.     By  W.  H.  Frost.     Jan.  26,  1912.     27  pages.     Paper. 

Rep.  28.  Prevention  and  Destruction  of  Mosquitoes.  By  Joseph  Goldberger. 
July  17,  1908.     11  pages.     Paper. 

V.  D.  B.  38.  Need  for  Sex  Education.  A  Two-page  Illustrated  Statement  for 
Parents,  Containing  a  Li.st  of  Books  for  Use  in  the  Family. 

V.  D.  B.  32.  The  Parent's  Part.  A  Pamphlet  Telling  Parents  How  they  May 
Instruct  their  Children  and  Safeguard  them  from  Conduct  Which  May  Ulti- 
mately Lead  to  Venereal  Diseases.  (Published  by  the  New  Jersey  State  Board 
of  Health  and  distributed  temporarily  by  the  Public  Health  Service.) 

V.  D.  B.  22.  To-day's  World  Problem  in  Disease  Prevention.  By  J.  H.  Stokes, 
M.  D.  A  136-page  book  dealing  with  the  Causes,  Effects,  Prevention,  and  Cure 
of  Syphilis. 

P.  H.  B.  101.  Studies  of  Methods  for  the  Treatment  and  Disposal  of  Sewage. 
(Made  under  the  supervision  of  Earle  B.  Phelps.)  The  Treatment  of  Sewage 
from  Single  Houses  and  Small  Communities.  By  Leslie  C.  Frank  and  C.  P. 
Rhynus.     April,  1919. 

P.  H.  B.  88.  Malaria  Control.  A  Repox't  of  Demonstration  Studies  Conducted 
in  Urban  and  Rural  Sections.  By  R.  C.  Derivaux,  H.  A.  Taylor,  and  T.  D. 
Haas.     1917. 

P.  H.  B.  36.  Tuberculosis :  Its  Nature  and  Prevention.  By  F.  C.  Smith. 
1910.     12  pages.     1  plate.     Paper.     (Revised  Edition.) 

P.  H.  B.  35.  The  Relation  of  Climate  to  the  Treatment  of  Pulmonary  Tuber- 
culosis.    By  F.  C.  Smith.     1910.     17  pages.     Paper.     (Revised  Edition.) 

P.  H.  B.  77.  Rural  School  Sanitation,  Including  the  Physical  and  Mental 
Status  of  School  Children  of  Porter  County,  Ind.  By  Taliaferro  Clark,  G.  L. 
Collins,  and  W.  L.  Treadway. 

P.  H.  B.  76.  Health  Insurance :  Its  Relation  to  the  Public  Health.  By  B.  S. 
Wan-en  and  Edgar  Sydenstricker.     March,  1916. 

P.  H.  B.  73.  Tuberculosis  Among  Industrial  Workers :  Report  of  an  Investi- 
gation Made  in  Cincinnati,  with  Special  Reference  to  Predisposing  Causes.  By 
D.  E.  Robinson  and  J.  G.  Wilson.     March,  1916.     Revised  March,  1919. 

P.  H.  B.  69.  Typhoid  Fever:  Its  Causation  and  Prevention.  By  L.  L. 
Lumsden.     May,  1915. 

P.  H.  B.  68.  Safe  Disposal  of  Human  Excreta  at  Unsewered  Homes.  By 
L.  L.  Lumsden,  C.  W.  Stiles,  and  A.  W.  Freeman.     April,  1915. 

P.  H.  B.  58.  Open-air  Schools  for  the  Cure  and  Prevention  of  Tuberculosis 
Among  Children.     By  B.  S.  Warren.     October,  1912. 

P.  H.  B.  37.  The  Sanitary  Privy:  Its  Purpose  and  Construction.  By 
Prof.  C.  W.  Stiles.     1910.     24  pages.     12  figures.     Paper. 

Supp.  24.     Exercise  and  Health.     By  F.  C.  Smith.     May  7,  1915. 
2058—20 4 


50 

INDIVIDUAL  HYGIENE. 

Misc.  Pub.  20.     Uncle  Sam's  Guides  to  Health. 

Supp.  36.  What  to  do  to  Become  Physically  Fit.  Information  for  Those  Dis- 
qualified for  Active  Military  Service  Because  of  Physical  Defects.    Oct.  4,  1918. 

K.  W.  S.  6.     Cancer.    Facts  Which  Every  Adult  Should  Know. 

K.  W.  S.  5.  The  Safe  Vacation.  Useful  Advice  on  the  Selection  of  a  Place 
to  go  and  What  to  do  in  Case  of  Sudden  Accident  or  Illness. 

K.  W.  S.  4.  Diphtheria.  How  to  Recognize  the  Disease.  How  to  Keep  from 
Catching  It.    How  to  Treat  those  who  do  Catch  It. 

K.  W.  S.  3.  How  to  Avoid  Tuberculosis.  The  Essential  Facts  Concerning 
the  Cause,  Recognition,  and  Prevention  of  Tuberculosis. 

K.  W.  S.  2.  Adenoids.  A  Brief  Description  of  What  They  Are  and  How  to 
Treat  Them. 

K.  W.  S.  1.  The  Road  to  Health.  A  sixteen-page  Pamphlet  Giving  Concise 
Directions  for  Keeping  Well.  Includes  a  Table  of  Average  Weights  for  Men 
and  Women. 

V.  D.  B.  38.  Need  for  Sex  Education.  A  two-page  Illustrated  Statement  for 
Parents,  Containing  a  List  of  Books  for  Use  in  the  Family. 

V.  D.  B.  31.  Important  Confidential  Information.  A  Pamphlet  Containing 
Instructions  for  Persons  Infected  with  Venereal  Diseases.  This  Pamphlet  is 
prepared  for  Physicians  to  Give  to  Patients. 

V.  D.  B.  6.  Manpower.  A  Pamphlet  for  Men,  giving  the  Facts  of  Venereal 
Diseases  and  Material  on  Sex  Hygiene. 

P.  H.  B.  102.  A  Home-made  Milk  Refrigerator.  Simple  Method  of  Con- 
structing a  Satisfactory  Refrigerator  with  Materials  Usually  on  Hand  in  the 
Home.    By  C.  Bolduan.    April,  1919. 

P.  H.  B.  94.  Rural  Sanitation.  A  Report  on  Special  Studies  made  in  1.5 
Counties  in  1914,  1915,  and  1916.    By  L.  L.  Lumsden.    October,  1918. 

P.  H.  B.  78.  Influence  of  Occupation  on  Health  During  Adolescence :  Report 
of  a  physical  examination  of  679,  male  minors  iinder  18  in  the  cotton  industries 
of  Massachusetts.    By  M.  V.  SafCord. 

GROUP  HYGIENE. 

H.  L.  B.  89.  Sewage  Pollution  of  Interstate  and  International  Waters,  with 
Special  Reference  to  the  Spread  of  Typhoid  Fever.  VI.  The  Missouri  River 
from  Sioux  City  to  its  Mouth.  By  Allan  J.  McLaughlin.  May,  1913.  84  pages. 
Paper. 

Supp.  15.  The  Administration  of  a  Yellow  Fever  Campaign.  By  William  C. 
Rucker.    June  12,  1914. 

Rep.  506.     A  Unified  Health  Service.    By  B.  S.  Warren.    Feb.  28,  1919. 

Rep.  504.  The  Treatment  of  Sewage  from  Single  Houses  and  Small  Commu- 
nities.   By  Earle  B.  Phelps.    Feb.  14,  1919. 

Rep.  499.  Code  of  Lighting  for  Factories,  Mills,  and  Other  Work  Places.  Re- 
port of  the  Divisional  Committee  on  Lighting,  Section  on  Sanitation,  Committee 
on  Welfare  Work  of  the  Committee  on  Labor,  Advisory  Commission,  Council  of 
National  Defense.    Jan.  24,  1919. 

Rep.  497.     Safe  Milk  for  the  Small  Town.    By  K.  E.  Miller.    Dec.  13.  1918. 

Rep.  439.  Appropriations  for  City  Health  Departments.  Summary  of  Ex- 
penditures of  330  Cities  in  the  Central  and  Eastern  United  States  for  Public 
Health  work.    By  Paul  Preble.    Dec.  7,  1917. 

Rep.  395.  Typhoid  Fever  and  Municipal  Administration.  By  A.  W.  Free- 
man.   May  4,  1917. 


51 

Rep.  392.  A  Program  of  Public  Health  for  Cities.  By  W.  C.  Pucker,  Apr. 
6,  1917. 

Rep.  285.  The  Model  State  Law  for  Morbidity  Reports.  As  amended  by 
the  Thirteenth  Aurmal  Conference  of  State  and  Teri-itorial  Health  Authorities 
with  the  U.  S.  Public  Health  Service,  Washington.  May  13,  191.5.  .July  2, 
1915. 

Rep.  192.     Bacteriological  Standards  for  Milk.    May  15,  1914. 

Rep.  171.  Public  Health  Administration.'  The  Factors  upon  which  Its  Efii- 
ciency  Depends.    By  W.  C.  Pucker.    Mar.  6,  1914. 

Rep.  46.  What  the  Local  Health  Oflicer  Can  Do  in  the  Prevention  of  Ty- 
phoid Fever     By  L.  L.  Lunisden.     Feb.  4,  1910.     14  pages.     Paper. 

V.  r>.  B.  43.  The  Public  Health  Nurse  and  Venereal  Disease  ^'ontrol.  A 
Pamphlet  Showing  Opportunities  for  Useful  ^^'ork  in  the  Fight  Against  Ve- 
nereal Diseases. 

V.  D.  B.  .39.  Compilation  of  Suggested  and  Adjudicated  Ordinances  Which 
Have  Proved  Successful  in  Combating  Venereal  Diseases.  A  Compilation  of 
Ordinances  for  Adoption  by  Municipalities  Dealing  with  Prostitution  and  Ve- 
nereal Diseases. 

V.  D.  B.  11.  A'enereal  Disease — A  I'ublic  Health  Prol)lem  for  Civilian  Com- 
munities. A  one-page  Pamphlet  Containing  Graphs  Showing  The  Prevalence 
of  Venereal  Diseases. 

V.  D.  B.  7-  The  Problem  of  Sex  Education  in  the  Schools.  A  Pamphlet 
for  Educators. 

P.  H.  B.  88.  Malaria  Contro\  A  Report  of  Demonstration  Studies  Con- 
ducted in  Urban  and  Rural  Sections.  By  R.  C.  Derivaux,  H.  A.  Taylor,  and 
T.  D.  Haas.    1917. 

P.  H.  B.  77.  Rural  School  Sanitation,  Including  the  Physical  and  Mental 
Status  of  School  Children  of  Porter  County,  Ind.  By  Taliaferro  Clark,  (4.  L. 
Collins,  and  W.  L.  Treadway. 

P.  H.  B.  76.  Health  Insurance:  Its  Relation  to  the  Public  Health.  By  B. 
S.  Warren  and  Edgar  Sydenstricker.    March,  1916. 

P.  H.  B.  73.  Tulierculosis  Among  Industrial  Workers :  Report  of  an  Inve.stl- 
gation  Made  in  Cincinnati,  A^'ith  Special  Reference  to  Predisposing  Causes. 
By  D.  E.  Robinson  and  J.  G.  Wilson.     March,  1916.     Revised  March,  1919. 

P.  H.  B.  69.  Typhoid  Fever :  Its  Causation  and  Prevention.  By  L.  L.  Lunis- 
den.   May,  1915. 

P.  H.  B.  58.  Open-air  Schools  for  the  Cure  and  Prevention  of  Tuberculosis 
among  Children.    By  B.  S.  Warren.    October,  1912. 

P.  H.  B.  54.  Organization,  Powers,  and  Duties  of  Health  Authorities.  An 
Analysis  of  the  Laws  and  Regvdations  Relating  Thereto  in  Force  in  the  United 
States.    By  J.  W.  Kerr  and  A.  A.  Moll.    August,  1912. 

P.  H.  B.  52.  A'accination.  Analysis  of  the  Laws  and  Ileguiations  Relating 
Thereto  in  Force  in  the  United  States,  Containing  Court  Decisions  and  a 
Summary  of  Some  Foreign  Vaccination  Laws.  By  J  .W.  Kerr,  .January,  1912. 
82  pages.    Paper. 

INTERGROUP  HYGIENE. 

Rep.  76.  The  Necessity  for  Safe  Water  Supplies  in  the  Control  of  Typhoid 
Fever.     By  A.  J.  McLaughlin.     Mar.  22,  1912.     13  pages,  5  tables.     Paper. 

Rep.  125.     Water  and  Ice  Supplied  by  Interstate  Carriers.     May  16,  1913. 

Rep.  244.  Impounded  Water :  Some  general  considerations  on  its  effect  on 
the  prevalence  of  malaria.     By  H.  R.  Carter.     Dec.  26,  1914. 


52 

Rep.  283.  Interstate  Migration  of  Tuberculous  Persons :  Its  Bearing  on  the 
Public  Health,  with  Special  Reference  to  the  States  of  Arizona  and  Colorado. 
By  A.  J.  Lanza.     June  18,  1915. 

Rep,  356.  The  Sanitation  of  Raihvay  Cars.  By  Thomas  R.  Crowder,  M.  D., 
Chicago,  111.     Aug.  11,  1916. 

Rep.  361.  Poliomyelitis  (Infantile  Paralysis).  Its  Interstate  and  Intrastate 
Contro?.  Minimum  requirements  for  Its  Control.  Reports  of  Committees 
Adopted  by  the  Special  Conference  of  State  and  Territorial  Health  Authorities 
with  the  U.  S.  Public  Health  Service,  Washington,  D.  C,  August  17  and  18, 
1916.     Sept.  1  and  8,  1916. 

Rep.  362.  The  Sewage  Pollution  of  Streams.  Its  Relations  to  the  Public 
Health.     By  W.  H.  Frost.     Sept.  15,  1916. 

Rep.  368.  Drinking  Water  on  Interstate  Carriers.  A  Study  of  Conditions 
on  Steam  Vessels  Engaged  in  Interstate  Commerce  in  the  Sanitary  District  of 
the  Great  Lakes.  By  J.  O.  Cobb,  C.  L.  Williams,  and  H.  P.  Letton.  Oct.  13, 
1916. 

Rep.  380.  Relationship  of  Milk  Supplies  to  Typhoid  Fever.  By  W.  H.  Frost. 
Dec.  1,  1916. 

Rep.  384.  Control  of  Pollution  of  Streams.  The  International  Joint  Com- 
mission- and  the  Pollution  of  Boundary  Waters.  By  Earle  B.  Phelps.  Jan.  26, 
1917. 

Rep.  480.  The  Relation  of  the  Railroads  in  the  South  to  the  Problem  of 
Malaria  and  Its  Control.     By  R.  C.  Derivaux.     Aug.  2,  1918. 

P.  H.  B.  87.  Stream  Pollution.  A  Digest  of  Judicial  Decisions  and  a  Com- 
pilation of  Legislation  Relating  to  the  Subject.  By  Stanley  D.  Montgomery  and 
Earle  B.  Phelps.     1917. 


PART  2. 

S 


Showing  in  detail  the  places  in  the  syllabi  on  general  hygiene,  individual 
hygiene,  group  hygiene,  and  intergroup  hygiene  in  which  the  professor 
or  the  special  teacher  of  hygiene  may  develop  his  class  program,  "  em- 
phasizing with  appropriate  and  due  proportion  and  with  proper  tact 
and  persistency  the  serious  importance  of  the  venereal  diseases,  their 
causes,  carriej-s,  and  prevention  "  in  accordance  with  the  agreement 
that  now  exists  between  his  institution  and  the  Interdepartmental  Social 
Hygiene  Board. 

PREFACE. 

The  main  syllabus  which  precedes  this  siij^plementary  syllabus  is 
an  organized  classification  of  the  content  of  the  divisions  and  sub- 
divisions of  hygiene.  It  is  an  analj^'sis  of  subject  matter — a  frame- 
work Avhicli  the  teacher  may  utilize  in  his  study  of  original  and 
secondary  sources  for  the  elaboration  of  his  text.  That  syllabus 
does  not  relieve  the  teacher  of  his  obligation  to  make  an  exhaustive 
study  of  the  details  of  his  special  subject,  nor  to  prepare  his  own 
text,  nor  to  formulate  his  own  methods  of  presentation  and  instruc- 
tion, nor  to  supply  inspiration,  leadership,  stimulation,  and  incentive 
so  that  he  may  measure  the  success  of  his  instruction  in  terms  of  the 
mental  and  moral,  physical,  and  spiritual  health  habits  achieved  by 
his  student,  the  he'alth  ideals  established,  and  the  methods  of  impres- 
sive teaching  acquired. 

These  facts  are  equally  true  of  this  supplementary  syllabus.  It 
points  out  the  places  in  the  main  syllabus  in  which  the  teacher  may 
emphasize  the  hygiene  of  the  venereal  diseases  where  such  emphasis 
suits  the  sequence  of  his  plan.  It  does  not  relieve  him  of  the  obliga- 
tion to  make  his  own  plans,  nor  of  the  responsibilit;/  for  the  program 
in  his  institution.  The  teacher  is  under  obligation  to  stress  the 
venereal  diseases  with  appropriate  emphasis.  He  is  also  under  obli- 
gation to  emphasize  "  the  other  important  facts  and  applications  of 
general,  individual,  group,  and  intergroup  hygiene."  He  will  make 
a  mistake  if  he  does  not  weave  his  references  to  venereal  diseases  into 
his  consideration  of  these  other  agencies  naturally  and  unobtrusively 
but  none  the  less  impressively. 

This  supplementary  syllabus,  like  the  main  syllabus,  supplies  a 
plan,  a  method,  a  specification.     But  the  teacher  must  furnish  the 

(53) 


54 

compelling  force  that  leads  the  student  to  think.  He  must  supply  the 
dramatic  emphases  that  establish  indelible  memories.  He  must  pro- 
duce a  full  realization  of  the  significance  of  hygiene  in  every  phase 
of  life  and  prove  that  right  living  and  right  conduct  are  composite 
health  habits  essential  to  normal  physiology,  to  happiness,  and  to 
the  fullness  of  life. 


Colleges  receiving  aid  from  the  United  States  Interdepartmental 
Social  Hygiene  Board  should  teach  the  answers,  so  far  as  they  can 
be  given,  to  the  following  questions : 

(a)  What  are  the  venereal  diseases? 

(b)  How  do  they  do  harm  to  and  why  are  they  objectionable  to 
the  individual,  the  family,  the  local  community,  the  Xation.  and 
civilization  in  general  ? 

(f)   How  and  why  are  they  spread? 

(d)  What  forces  and  influences  favor  their  spread? 

(e)  "What  preventiA'c  measures  should  logically  be  used  to  suppress 
them  ? 

AXS^VERS. 

(a)  Gonorrhea,  chancroid,  syphilis.  Other  diseases  may  be  spread 
similarly,  but  they  are  not  usually  considered  venereal  diseases.  De- 
scribe these  three  briefly. 

(h)  They  do  harm  by  weakening  or  destroying  the  persons  who 
contract  them,  by  causing  suffering  and  shame,  by  reducing  produc- 
tivity of  labor,  by  spreading  to  wives  and  children  innocent  of  wrong- 
doing, by  causing  inefficiency  and  poverty,  by  undermining  the  mar- 
riage relation  and  the  civilization  built  upon  the  monogamous 
marriage. 

(c)  They  are  spread  mainly  by  promiscuous  and  illicit  sexual  rela- 
tions, by  the  improper  carrying  of  them  into  the  marriage  relation, 
by  innocent  contacts  within  the  family,  and  by  infection  of  children 
before  or  at  the  time  of  birth.  They  are  spread  because  most  men  and 
some  women  are  not  chaste. 

(d)  The  evil  misconception  that  sexual  indulgence  is  necessary  to 
health,  or  a  necessary  evil:  the  lenience  of  public  opinion  toward 
male  unchastity:  the  permitted  existence  of  prostitution;  lack  of 
proper  mental  and  moral  training:  lack  of  interest  or  opportunity  to 
indulge  in  a  sufficient  amount  of  wholesome  work.  play,  or  recreation ; 
the  lack  of  sufficiently  high  ideals  and  standards  of  honor:  promis- 
cuous association  of  sexes  in  poor  or  debasing  surroundings;  lack  of 
sufficient  proper  treatment  of  infected  persons:  lack  of  knowledge 
concerning  the  existence,  dangers,  and  spread  of  the  disease:  failure 
to  disinfect  a  part  exposed  to  infection :  failure  of  individuals  to  do 


55 

their  part  in  forming  a  public  opinion  favorable  to  chastity  and  un- 
favorable to  promiscuous  sexual  indulgence. 

{e)   1.  All  measures  tending  to  the  formation  and  strengthening 
of  high  character,  high  ideals,  self-respect,  honor. 

2.  All  measures  tending  to  lessen  temptation  and  opportunity 

to  do  wrong,  especially  the  suppression  of  prostitution, 
but  also  the  provision  of  good  educational  facilities, 
proper  working  conditions,  clean,  wholesome,  and  inter- 
esting amusement  and  recreation,  diffusion  of  informa- 
tion, and  the  formation  of  sound  public  opinion  in  regard 
to  sexual  life  and  venereal  disease.  The  removal  from 
business,  politics,  and  police  control  of  any  opportunities 
to  profit  from  prostitution  by  rental,  fees,  votes,  or  the 
sale  of  protection. 

3.  The  importance  of  early  diagnosis  of  all  cases  which  may 

be  suspected  of  being  syphilis  or  gonococcus  infections; 
the  proper  treatment  and  necessary  supervision  of  those 
persons  already  infected ;  the  application  of  social  service 
follow-up  methods  to  the  detection  of  additional  cases 
among  the  families  or  intimate  associates  of  infected 
individuals;  and,  so  far  as  it  may  be  practicable  and 
consistent  with  the  general  campaign  against  venereal 
diseases,  the  disinfection  under  adequate  supervision  of 
persons  who  find  themselves  in  the  position  of  having 
been  exposed  to  these  diseases. 


SUPPLEMENTARY  SYLLABUS  EMPHASIZING  THE  VENEREAL 
DISEASES,  THEIR  CAUSES,  CARRIERS,  INJURIES,  AND  DE- 
FENSES. 

[Note. — The  sequence  of  subjects  in  this  supplementary  syllabus  is  precisely 
the  sequence  presented  in  the  main  syllabus.] 

Division  1.— GENERAL  HYGIENE. 
I.  THE  AGENTS  THAT  INJURE  HEALTH. 

1.  The  inanimate  agents. 

{a)  Mechanical  agents. 

(&)   Physical  agencies.     May  note  the  influence  of  the  X-ray 

on  the  reproductive  cells. 
{c)   Chemical  agents.     May  give  examples  from  the  chemical 

poisons  produced  by  the  gonococcus  and  by  the  trepo- 

nema  of  syphilis. 

2.  The  animate  agents. 

{a)  The  bacteria.  The  development  of  the  syllabus  and  text 
here  should  include  a  discussion  of  the  cause  of  gonor- 
rhea and  the  cause  of  chancroid  following  the  outline 
contained  in  the  main  syllabus  and  emphasizing  their 
important  relations  to  human  health. 

(&)   The  protozoa. 

1.  Discuss  the  treponema  of  syphilis  and  its  injuries  to 
the  human  race. 

3.  Physiological  influences. 

(a)  The  hygiene  of  heredity.     The  possible  effects  of  syphilis 
on  heredity.       Hereditary  disease  compared  with  con- 
genital disease. 
(5)   Prenatal  hygiene. 

1.  Effects  of  gonorrhea  and  syphilis  upon  the  unborn 
babe  and  upon  the  prospective  mother. 
(c)  The  hygiene  of  childbirth.  Infections  of  gonorrhea 
or  syphilis  at  this  time;  their  consequences  and 
avoidance,  and  the  importance  of  early  treat- 
ment. 

(56) 


57 

3.  Physiological  influeiices — Continued. 
{d)  Age  as  an  influence  on  health. 

1.  Infancy    and    gonorrheal    ophthalmia.     Congenital 

syphilis. 

2.  Childhood  and  perverted  sex  habits. 

3.  Adolescence  and  youth.     The  period  of  sexual  pas- 

sion and  consequent  danger  from  lack  of  self- 
control. 

4.  Maturity.    Parenthood.    The  period  of  transmission 

of  gonorrhea  or  syphilis  or  chancroid  to  the  in- 
nocent wife,  husband,  child,  sister,  mother,  or 
father. 

5.  The  climacteric. 

6.  Old  age  and  aggravated  sexual  desire. 

7.  Impotency. 

{e)   Sex  as  a,  physiological  influence  on  health. 

1.  Passion  in  man  and  in  woman.     Variations  in  in- 

tensity in  different  individuals,  in  different  races, 
and  at  different  periods  of  life.  Variations  in 
mentality  and  consequent  variations  in  will  power. 
The  prostitute — male  and  female. 

2.  Continence  and  its  relation  to  health. 

(/)   The    physiological    secretions    that    may    affect    health 
through  excess,  deficiency,  or  absence. 

1.  Internal  secretions  of  the  male  reproductive  organs 

and  their  possible  influences  on  health. 

2.  Internal  secretions  of  the  female  reproductive  organs 

and  their  possible  influences  on  health. 

3.  Influences  of  other  internal  secretions  on  sex  life, 

e.  g.,  the  pituitary-  bodies.     The  adrenals. 
{g)  Emotional  influences,  mental  hygiene.     (See  above  under 

(e).) 

1.  The   acquirement   of   sex  obsessions.     The  overem- 
phasis of  sex  emotions.     The  influence  of  erotic 
thoughts. 
{h)  Neuro-muscular  activity. 

1.  Fatigue  and  sex  morality. 

4.  Deficiencies  and  deprivations. 

(a)  The  normal  sex  life  at  different  age  periods. 

5.  The  unknoivn  agents  that  injure  health. 

(a)  History  of  gonorrhea  and  the  final  discovery  of  its  cause. 
(&)   History  of  syphilis  and  the  final  discovery  of  its  cause. 


II.  THE  CARRIERS  OF  PATHOGENS. 

1.  The  human  carriers. 

(a)  The  distribution  of  disease  organisms  through  the  respira- 
tory excretions.  The  prostitute,  male  or  female,  is  often 
''  afflicted  with  syphilitic  sores  in  the  mouth  and  other 

upper  air  passages.  The  same  condition  is  often  present 
in  persons  innocently  infected  with  syphilis.  The  dam- 
age from  syphilis  innocently  acquired  is  as  great  as  the 
damage  of  syphilis  of  the  guilty. 

(h)  Discharges  from  the  eyes  and  ears  as  carriers  of  disease 
organisms.  The  discharges  of  gonorrheal  ophthalmia 
very  easily  transfer  the  disease  from  the  eyes  of  one 
person  to  another.    Discuss  gonorrhea  of  the  eyes. 

(c)  Dissemination  of  disease  organisms  by  way  of  discharges 

from  the  digestive  tract.  Syphilis  of  the  digestive  tract 
is  fairly  common  in  the  later  stages  of  that  disease. 
Under  such  circumstances  fecal  excretions  contain  the 
organisms  of  syphilis. 

(d)  Dissemination  of  disease  by  way  of  discharges  from  the 

genito-urinary  tract.  Syphilis,  gonorrhea,  and  chan- 
croid are  spread  most  commonly  by  means  of  discharges 
from  the  genito-urinary  tract.  The  infection  usually 
takes  place  in  the  act  of  sexual  intercourse. 

(e)  Dissemination  by  way  of  the  skin.    May  mention  the  fact 

that    surgeons    and   nurses    have    been   infected    with 
syphilis  and  with  gonorrhea  through  contact  with  sur- 
gical wounds  of  infected  patients. 
(/)   The  importance  of  the  prostitute  and  the  near  prostitute 
in  the  spread  of  gonorrhea,  syphilis,  and  chancroid. 

2.  Insect  carriers. — Remote  possibility  of  biting  and  blood-sucking 

insects  becoming  carriers  of  syphilis  and  gonorrhea.  None  of 
these  insects  is  known  to  serve  as  a  biological  carrier  of  these 
diseases. 

3.  Animal  carriers. — No  animal  other  than  man  is  known  to  be  a  com- 

mon carrier  of  gonorrhea,  syphilis,  or  chancroid.  It  is  possible 
to  infect  certain  animals,  but  only  under  very  artificial  condi- 
tions. 

4.  Contact  infections. — Syphilis,  gonorrhea,  and  chancroid  are  the 

most  typical  of  the  contact  infections.  Importance  of  innocent 
contact  in  the  home.  Disastrous  effects  of  syphilis  and  gonor- 
rhea acquired  innocently  by  the  wife,  husband,  child,  sister, 
brother,  or  mother  of  the  guiltv  carrier. 


59 

5.  Secondary  carriers. — Possibilities  of  infection  with  syphilis,  gon- 
orrhea, or  chancroid  through  secondary  carriers  such  as  wash 
cloth,  towel,  napkin,  pipe,  drinking  cup,  eating  utensils,  etc. 

III.  THE  CONTRIBUTORY  CAUSES  OF  POOR  HEALTH. 

1.  Definition.  Agents,  influences,  and  conditions  that  make  it  easier 
for  humans  to  become  sick  and  harder  to  get  well.  Syphilis 
and  gonorrhea  are  examples  of  agents  and  influences  that  de- 
stroy vitality,  decrease  resistance,  and  establish  chronic  ill  health 
in.  their  human  victims  so  that  they  more  easily  become  sick  and 
with  more  difficulty  recover  health. 

^.  Influences  that  faA^or  the  multiplication  of  pathogens  or  their  car- 
riers. The  organisms  that  cause  gonorrhea,  syphilis,  and  chan- 
chroid  will  grow  only  in  human  beings.  The  only  carriers 
of  these  pathogens  are  their  human  carriers.  The  prostitute 
(male  and  female)  is  the  most  common  human  carrier.  There- 
fore any  influence  that  favors  the  increase  of  prostitution  is 
inevitably  a  contributory  cause  of  gonorrhea,  syphilis,  and 
chancroid. 

3.  Influences  that  increase  the  vitality  of  pathogens  or  their  carriers. 

Treatment  of  the  prostitute  that  cures  gonorrhea  or  syphilis  but 
does  not  cure  prostitution  is  a  procedure  that  increases  the  vital- 
ity of  a  potential  carrier  of  either  or  both  of  these  diseases. 

4.  Influences  that  favor  the  distribution  of  pathogens  and  their  car- 

riers.  Note  the  relation  between  transportation,  travel,  immi- 
gration, war,  poverty,  congestion,  and  ignorance  and  prostitu- 
tion. Note  relations  between  ignorance  and  carelessness  and  the 
spread  of  venereal  disease,  especially  from  guilty  to  innocent. 
Relation  of  ignorance  and  carelessness  to  ineffective  treatment 
and  to  no  treatment  at  all.  Relation  to  exposure :  If  men  and 
women  were  better  informed  there  would  be  fewer  exposures 
to  infection  and  there  would  be  more  persistent  treatment  when 
infection  does  occur. 

5.  Influences  that  tend  to  interfere  with  or  break  down  our  home  and 

community  (tent  or  camp)  defenses,  such  as  poor  policing,  poor 
discipline,  carelessness,  illiteracy,  ignorance,  vice,  industrial 
conditions,  business  and  commercial  greed,  immigration,  low 
standards  of  hygiene,  poverty,  hazardous  occupation,  bad  poli- 
tics, experiences  of  war.  Each  one  of  these  influences  may  be 
illustrated  by  examples  of  their  relations  to  the  occurrence  of 
syphilis,  gonorrhea,  and  chancroid. 


60 

6.  Influences   that  weaken   the   health   defenses   of   the   individual, 
making  it  easier  for  him  to   be  sick  and  harder  to  get  well. 
Sy2)hilis,  gonorrhea,  and  chancroid  may  be  used  as  examples  of 
such  influences.     (See  S^dlabus,  p.  13.) 
(a)  Age,  sex,  heredity,  physical  defects,  functional  excesses, 
dissipation     (alcohol,     drug,     and    other     devitalizing 
habits),  exposure.     Xote  the  possibility  of  syphilitic 
heredity:  physical  defects  due  to  sj^philis,  gonorrhea, 
and  chancroid;   functional  excesses  of  a  sexual  char- 
acter. 
(6)   Deficiencies    and    deprivations   that    contribute   to    poor 
health.    Xote  tl-o  importance  of  clean,  healthful  recrea- 
tion,   character-building    entertainment,    and    chivalry 
and  sportsmanly  ideals  in  play  and  athletics  and  dis- 
cuss the  effects  of  their  deficiency  or  absence  upon  the 
sexual  conduct  of  the  individual  and  their  consequent 
relation  to  the  occurrence  of  venereal  disease. 

IV.  DEFENSES  OF  HEALTH.  ^ 

1 .  The  nature  and  importance  of  our  natural  environmental  defenses. 

Pathogenic  organisms  die  quickly  under  unfavorable  conditions. 
The  carriers  of  gonorrhea,  syphilis,  and  chancroid  will  not 
live  very  long  except  in  the  tissue  of  human  beings. 

2.  Agencies  that  may  be  used  to  destroy  pathogens  and  their  insect 

or  animal  carriers — the  human  is  the  only  carrier  of  gonorrhea, 
sj'philis,  and  chancroid.  Emphasize  the  health  protective  value 
of  suppressing  prostitution. 

3.  Other  "  Safety  first "  measures  in  relation  to  mechanical,  physical, 

and  chemical  agencies  that  injure  health  and  destroy  life. 

4.  The  nature  and  the  importance  of  the  surface  defenses  of  the  indi- 

vidual.   May  illustrate  with  examples  from  the  venereal  diseases. 

5.  The  nature  and  the  importance  of  the  internal  human  defenses 

in  health  and  disease.  May  give  examples  from  syphilis  or 
gonorrhea. 

6.  Individual  defensive  hygiene.     General  health  defense  of  the  in- 

dividual; importance  to  the  individual  of  wise  health  habits — 
good  health  is  its  own  greatest  defense.  A  good  place  to  em- 
phasize habits  of  individual  hygiene  as  defensive  measures 
against  venereal  disease,  (a)  Expand  the  value  of  accurate  in- 
formation; (&)  go  into  detail  as  to  the  protective  value  of  regu- 
lar health  examinations  and  early  rational  treatment;  (c)  insist 
on  the  practicality  of  avoiding  exposure  to  venereal  disease ;  {d) 
and  drive  home  the  importance  of  the  right  sort  of  play,  recrea- 
tion, and  entertainment. 


61 

7.  Group  and  intergroup  defensive  hygiene,  (a)  Illustrative  mate- 
rial from  our  knowledge  of  group  and  intergroup  defenses 
against  syphilis  and  gonorrhea  may  be  used  to  advantage  in 
connection  with  every  phase  of  the  discussion  of  group  and  inter- 
group defensive  hygiene.  The  professor  or  teacher  of  hygiene 
will  have  these  possibilities  in  mind  in  elaborating  this  portion 
of  his  text. 

V.  THE  PRODUCERS  OF  HEALTH  (CONSTRUCTIVE  HYGIENE). 

1.  Sources  and  importance  of  reliable  health  information. 

2.  Heredity ;  importance  of  the  conservation  of  good  heredity. 

3.  Health  examination  and  advice. 

4.  Care  of  the  body  and  repair  of  its  organs. 

5.  Special  emphasis  upon  and  discussion  of  the  health-producing 

and  health-conserving  value  of  wise  habits  of — 

(a)  Nourishment. 

(6)  Excretion. 

(c)  Play,  recreation,  exercise,  and  work. 

{d)  Eest. 

Note.— The  expansion  of  the  above  chapter  and  its  development  into  a 
text  for  class  use  gives  large  opportunity  for  effective  emphases  on  the 
prevention  of  the  venereal  diseases.  The  judgment  and  diplomacy  of 
the  teacher  may  be  taxed  in  making  a  wise  decision  as  to  where  and  how 
these  opportunities  may  be  used  to  the  very  best  advantage. 

6.  The  value  of  hygiene.     Good,  active,  aggressive  health  is  the  most 

important  asset  in  the  life  of  man,  because  the  best  success  of 
whatever  man  undertakes  is  dependent  upon  the  quality  of 
health  with  which  he  supports  his  enterprises.  A  judicious  use 
of  appropriate  material  from  the  hygiene  of  syphilis  and  gonor- 
rhea may  serve  a  powerful  purpose  in  the  development  of  the 
discussion  of  the  social,  economic,  spiritual,  civic,  and  military 
values  of  good  hygiene. 

Division  2.— INDIVIDUAL  HYGIENE. 

I.  INFORMATIONAL  AND  EDUCATIONAL   HYGIENE. 

1.  Sources  of  information. — Include  discussion  of  the  importance 

of  reliable  literature  on  the  hygiene  of  gonorrhea  and  syphilis. 

2.  Surveys  and  investigations. — May  find  it  wise  to  discuss  inves- 

tigations of  the  status  of  sex  information. 

3.  Parental  instruction,   health    advisers,   ^e^cAers.— Important    to 

point  out  inadequacy  and  inaccuracy  of  this  instruction  espe- 
cially along  lines  of  venereal  hygiene. 


62- 

4.  Individual    health    examinations    and    advice. — The    teacher    in 

folloTving  the  main  syllabus  here  will  find  good  opportunities 
to  emphasize  the  importance  of  good  advice  relative  to  the 
correction,  repair,  and  remedy  of  injuries  resulting  frouL 
syphilis,  gonorrhea,  and  chancroid.  The  relation  between  the 
"'examiner  and  the  individual  is  one  of  extraordinary  oppor- 
tunity for  confidential,  personal  advice  on  matters  of  intimate 
nature.   * 

5.  Health  u'nrnings.  s'lgns  and  si/mptorns— their  safe  interpretation,. 

significance,  and  use  :  A  good  place  to  Avarn  against  the  quack. 

6.  Obsessio?is,   groundless   fears,  misinterpretations   of  unusual   or 

unimportant  sensations  and  functioned,  expjeriences. 

7.  Unsafe    tradition^  superstition^  misinformation;    special    appli- 

cations to  heredity,  mental  status,  and  sex  life. 

II.  THE  CARE  OF  THE  BODY  AND  ITS  ORGANS. 

1.  The  elements  of  hnrnan  physiology. — This  chapter  may  be  used 

to  include  a  careful  presentation  of  the  physiology  and  hygiene 
of  the  reproductive  organs  of  the  male  and  the  female. 

2.  Protective  individual  hygiene. — Covered  above  in  part.     (See  II 

(a).) 

{a)   Importance  of  periodic  health  examinations. 

(6)  Measures  and  habits  for  protection  against  pathogens  and 
their  insect  carriers,  animal  carriers,  human  carriers,  and 
secondary  carriers.  May  consider  here  the  gonococcus 
and  the  treponema  of  syphilis  and  their  carriers,  espe- 
cially the  prostitute. 

(c)  Care  of  certain  organs  for  the  protection  of  other  organs: 

The  reproductive  organs  in  order  to  protect  the  Ijrain, 
the  mind,  nerves,  joints,  etc. 

[d)  "  Safety-first  "  habits. 

{e)   Protective  halnts  in  relation  to  cliemical  injuries. 

(/)   Protection     of     mentality.      Conservation     of     heredity,. 

avoidance  of  venereal  diseases  and  alcoholio  poisoning. 

Hygiene  of  the  emotions. 

3.  Preventive  individual  hygiene. 

4.  Remedi/d  individual  hygiene. 

{a)   Fir.st  aid  and  emergency  treatment. 

{h)  Importance  of  early  expert,  reliable  medical,  or  surgical 
service  in  cases  of  imj^ortant  acute  health  injuries. 
Very  important  to  em])hasize  the  need  of  early  and  per- 
sistent treatment  of  gonorrliea.  syphilis,  and  fhancroid. 

[c)  Importance  of  early  treatment  of  jH-ecancercus  and  can- 
cerous conditions. 


63 

III.  CONSTRUCTIVE  INDIVIDUAL  HYGIENE. 

Cover  in  practical  detail : 

(a)  Nourisliment. 

(b)  Fresh  air  and  sunshine. 

(c)  The  hygiene  of  growth,  development,  and  training.     Import- 

ant to  emphasize  values  of  character  building  and  the  estab- 
lishment of  high  ideals  of  sex  conduct. 

(d)  Eest,  relative  and  absolute. 

IV.  INDIVIDUAL  HYGIENE  IN  RELATION  TO  GROUP  AND  INTER- 
GROUP  HYGIENE. 

A  good  place  to  bring  out  the  obligations  of  the  individual  and  of 
society  in  relation  to  the  prevention  of  venereal  diseases. 

Division  3.— GROUP  HYGIENE. 
L  GENERAL  CONSIDERATION  OF  GROUP  HYGIENE. 

1.  Main  groups  to  he  discussed. — The  social  and  economic  variations 

and  the  dominating  hygienic  considerations  that  characterize — 
(a)   The  home  group, 
(i^)   The  school  group. 

(c)  The  employed  group. 

(d)  The  institutional  group. 

2.  The  economic  basis  of  group  hygiene. — The  teacher  in  following 

this  main  syllabus  here  may  find  it  advantageous  to  discuss  the 
economic  bearings  of  syphilis  and  gonorrhea  and  of  prostitu- 
tion. 

3.  The  social  basis  of  group  hygiene. — The  social  influences  of  gonor- 

rhea and  syphilis  and  of  the  prostitute  may  very  properly  be 
emphasized  here. 

4.  The  main  subdivisions  of  group  hygiene. — In  developing  the  sub- 

divisions of  this  chapter  it  is  suggested  that  the  teacher  make 
occasional  and  significant  use  of  examples  from  the  hygiene  of 
the  venereal  diseases. 

{a)  Educational  hygiene. 

{b)  Informational  hygiene. 

(c)   Protective  hygiene. 

{d)  Preventive  hygiene. 

{e)  Remedial  hygiene. 

(/)   Constructive  hygiene. 


64 

■5.  C onsideration  of  the  subdivisions  of  group  hygiene  in  7'elation  to 
the  main  groups  covered  in  4,  above. 
{a)  Group  educational  hygiene. 

(1)  Home  educational  hygiene. — A  stud}^  of  home  edu- 

cational hygiene  must  include  an  analysis  of  the 
character-building  and  judgment-forming  influ- 
ences in  the  home.  It  involves  a  very  careful 
consideration  of  the  sort  of  hygiene  that  should 
be  taught  in  the  different  age  periods  and  to  dif- 
ferent personalities  and  of  how  this  instruction 
should  be  given.  School  methods  and  home 
methods  must  differ.  The  parent  faces  a  heavy 
obligation  and  an  extraordinary  opportunity  to 
influence  the  children  in  the  home  through  vari- 
ous avenues  to  achieve  safe  judgment  and  wise 
conduct  in  matters  and  affairs  that  relate  to  sex 
life,  sex  hazard,  and  venereal  disease,  as  well  as 
to  other  imj^ortant  dominating  health  problems. 

(2)  Educational  hygiene  in  the  school. — In  his  elabora- 

tion of  the  main  syllabus  the  teacher  should  in- 
clude here  a  full  discussion  of  the  part  that  the 
school  may  play  in  educating  children  so  that 
they  will  arrive  at  safe  judgments  in  relation  to 
sex  matters  and  sex  conduct ;  should  bring  out  the 
opportunities  for  such  education  present  in  such 
school  subjects  and  activities  as  biolog}^,  botany, 
physiolog}%  history,  English  literature,  domestic 
arts,  school  dramatics,  health  examination,  ath- 
letic instruction  and  training,  physical  education, 
and  so  on. 

(3)  Educational  hygiene  in  the  occupations. — In  pre- 

senting the  needs  of  the  employed  group  the 
teacher  should  give  due  consideration  to  the  fact 
that  the  child  and  the  adult  in  the  occupations 
have  had,  as  a  rule,  little  or  no  home  education  or 
school  education  in  hygiene.  The  necessity  for 
wise  instruction  concerning  sex,  sex  hazards,  and 
venereal  disease  becomes,  therefore,  a  matter  of 
compelling  importance  and  should  influence  the 
teacher  in  his  development  of  this  part  of  the 
main  syllabus. 

(4)  Educational  hygiene  in  the  institutions.     The  op- 

portunities and  needs  for  education  relative  to 
sex,  sex  hazards,  and  venereal  diseases  vary  in  the 


65 

5.  C onsideration  of  the  suhdivisions  of  group  hygiene  in  7'elation  to 
the  main  groups  covered  in  Ij..  above — Continued. 
(«)   Group  educational  hygiene — Continued. 

(4)  Educational  hygiene  in  the  institutions — Contd. 
different  types  of  institutions.  It  would  seem 
that  the  welfare  of  society  would  be  construc- 
tively served  if  these  phases  of  educational 
hygiene  could  be  fully  and  effectively  stressed  in 
those  institutions  that  are  charged  with  the  care 
of  children,  delincjuent  girls  and  women  and 
delinquent  boj^s  and  men.  This  appears  to  be 
particularly  true  of  those  institutions  that  are 
taking  care  of  persons  with  venereal  disease  who 
are  likeh^  to  be  returned  sooner  or  later  to 
community  life.  These  facts  should  influence  the 
professor  or  teacher  of  hygiene  to  develop  this 
part  of  his  sjdlabus  with  appropriate  references 
to  their  importance. 
(5)   Group  informational  hj^giene. 

(1)  Informational  h3"giene  for  the  home.     The  main 

syllabus  carries  headings  here  that  will  lead  the 
teacher  to  develop  his  own  text  so  that  it  will 
include  a  study  of  appropriate  home  information 
on  sex  hygiene  and  venereal  disease. 

(2)  Informational  hygiene  for  the  school.     The  devel- 

opment of  the  syllabus  here  should  include  a 
reemphasis  of  the  fact  that  tiie  school  child  comes 
into  association  with  other  school  children  and 
through  this  association  receives  information 
concerning  sex  that  is  usually  dangerous  to  the 
moral  and  physical  health  of  the  jDupil ;  that  the 
school  should  do  everything  reasonable  within  its 
power  to  bring  safeguarding  information  to  the 
pupils ;  and  should  in  every  practical  way  coordi- 
nate its  inform.ational  and  educational  emphases 
with  those  of  the  home. 

(3)  Informational    hygiene    for   the    occupations.     In 

presenting  this  subject  for  studj^  the  teacher 
should  include  an  analysis  of  selected  informa- 
tional material  relating  to  the  venereal  diseases 
and  available  for  distribution  to  employers  and 
employees,  as  well  as  informational  material 
bearing  on  other  important  phases  of  hygiene. 

2058—20 5 


5.  Consideration  of  the  subdivisions  of  groirp  hygiene  in  relation  to 
the  Tnain  groups  covered  in  If.,  cibove — Continued. 
{lA   Group  informational  hygiene — Continued. 

(4)  Informational  lirgiene  for  the  institution.  The 
part  Trhich  venereal  disease  plays  in  its  relation 
to  institutions  should  be  stressed  here,  and  the 
importance  of  this  information  should  be  empha- 
sized because  of  its  value  to  and  influence  on  the 
policies  and  programs  of  certain  institutions  and 
the  policy  of  the  public  toTvarcl  those  institutions, 
(e)  Constructive  hygiene  for  the  group. 

(1)  Constructive  hygiene   for  the  home   group.     The 

teacher  must  not  neglect  here  to  bring  out  the 
value  of  clean  play  and  wholesome  recreation  in 
relation  to  the  prevention  of  venereal  disease. 
The  habits  of  play,  recreation,  and  entertainment 
established  at  home  seem  to  have  played  no  small 
part  in  leading  individuals  in  their  maturer  years 
to  seek  clean  play,  healthful  recreation,  and 
wholesome  entertainment  rather  than  play,  recre- 
ation, and  entertaimnent  that  endanger  health, 
happiness,  and  life  itself. 

(2)  Constructive   hygiene   for  the   school.     The   play. 

games,  entertainments,  and  athletics  of  the  school 
and  the  college  imder  wise  guidance  mav  serve  a 
very  important  purpose  in  constructive  hygiene. 
Habits  of  cheerfidness  and  happiness,  habits  of 
wholesome  interested  activity  are  jDOwerful  ob- 
stacles to  dissipation  and  to  sexual  irregularities 
and  to  venereal  disease.  The  athletic  teacher, 
the  coach,  and  the  trainer  have  opportunities  to 
influence  the  ideals  and  lives  of  young  men  that 
are  often  truly  powerful.  This  elaboration  of 
this  section  of  the  main  syllabus  should  cover 
these  possibilities  in  relation  to  sex  life  and 
venereal  disease  as  well  as  in  relation  to  other 
very  important  matters  in  general  and  individual 
hygiene. 

(3)  Constructive  hygiene    in    the    occupations.     Here 

again  the  constructive  and  conservational  values 
of  clean  play,  wholesome  entertainment,  and  vig- 
orous, sportsmanly  athletics  should  be  strongly 
emphasized.    If  the  men  and  women  and  the  boys 


67 

5.  Consideration  of  the  suhdivlHions  of  group  hygiene  in  relation  to 
the  main  groups  covered  in  L^  aoove — Continued. 

(c)   Constructive  hygiene  for  the  group — Continued. 

(3)  Constructive  hygiene  in  the  occupations— -Contd. 

and  girls  in  the  occupations  could  be  brought 
regularly  under  the  influence  of  this  type  of  con- 
structive hygiene,  the  influence  on  national  health 
would  be  enormous  and  the  measures  of  inter- 
group  hygiene  directed  toward  the  suppression 
of  venereal  disease  would  more  easily  achieve 
success. 

(4)  Constructive   hygiene    in   the   institutions.     Play, 

recreation,  entertainment,  and  athletics  may  serve 
a  very  powerful  purpose  in  certain  types  of 
institutions.  These  activities  of  constructive  hy- 
giene are  particularly  valuable  in  those  institu- 
tions that  care  for  younger,  growing  himians. 
They  are  of  special  importance  in  the  treatment 
of  delinquent  boys  and  girls  and  men  and  women. 
Constructive  hygiene  may  serve  purposes  here 
that  are  mental  and  moral -as  well  as  physical. 
{d)   Protective  hygiene  in  certain  groups. 

(1)  Protective  hygiene  in  the  home.    While  the  parent 

or  izuardian  is  seekino;  to  educate  the  children  in 
the  home  so  they  will  make  wise  judgments  in 
matters  that  relate  to  health,  and  while  the  home 
program  is  being  developed  so  as  to  bring  accu- 
rate and  appropriate  safeguarding  information 
to  the  home  group,  it  is  equally  important  that 
reasonable  and  effective  measures  should  be 
adopted  to  protect  the  members  of  the  home 
group,  and  particularly  the  children  and  youths 
of  the  home,  from  dangerous  contacts,  influences, 
and  temptations  that  are  unnecessary,  avoidable, 
and  too  early  in  their  appearance  in  the  life  of 
the  individual. 

(2)  Protective  hygiene  in  the  school.    The  school  pro- 

gram, like  the  home  program,  should  protect  the 
child  from  unnecessary  and  avoidable  exposure 
to  health  injury.  This  program  should  not  neg- 
lect a  protection  against  exposure  to  vicious  sex 
information,  sex  temptation,  and  venereal  dis- 
ease. 


C onsideration  of  the  subdivisions  of  group  liygleiie  in  relation  to 
the  main  groups  covered  in  J),,  aSo  ye— Continued. 

(c/)   Protective  hygiene  in  certain  groups — Continued. 

(3)  Protective  hygiene  in  the  occupations.     Sex  haz- 
,  ards  in  certain  occupations.     The  protection  of 

the  waitress,  the  laundress,  the  clerk,  the  nurse. 
Need  for  protection.  Sex  hygiene  in  occupations 
in  which  men  and  women  are  thrown  together 
informally  and  more  or  less  intimately.  Sex 
hazards  in  child  labor.  Protective  measures  for 
the  purpose  of  avoiding  unnecessary  exposure 
and  temptation. 

(4)  Protective  hygiene  in  the  institution.     Problems  of 

protective  sex  hygiene  that  should  be  met  in  in- 
stitutions that  care  for  children  or  adults  of  both 
sexes.  Dormitory  protection.  Importance  of 
employing  women  to  take  charge  of  female  in- 
mates. Serious  need  for  segregation  of  hard- 
ened sex  offenders  and  separation  of  persons  of 
lower  mentality,  sex  obsessions,  and  exaggerated 
sex  impulses. 
{e)   Preventive  hj^giene  in  certain  groups. 

(1)  Preventive  hygiene  in  the  home.     Discussion  of 

the  extreme  importance  of  early  and  effective 
treatment  of  venereal  disease  whenever  and  wher- 
ever it  appears.  Syphilis  and  gonorrhea  of  the 
innocent  is  quite  as  disastrous  as  syphilis  or  gon- 
orrhea of  the  guilty. 

(2)  Preventive  hygiene  in  the   school.     The  periodic 

health  examinations  of  pupils  and  students 
should  be  accompanied  by  the  exclusion  of  all 
who  are  found  to  be  carriers  of  communicable 
disease.  This  regulation  would  include  gonor- 
rhea, syphilis,  and  chancroid. 

(3)  Preventive  hj^giene  in  the  occupation.      Periodic 

health  examinations  of  officers  and  employees 
for  carriers  and  effective  treatment  of  carriers 
when  such  are  discovered.  This  regulation 
should  apply  especially  to  gonorrhea,  syphilis, 
and  chancroid,  and  is  especially  important  in 
connection  with  occupations  in  which  food  is 
handled,  children  cared  for,  and  intimate  con- 
tacts take  place  between  employee  and  customer. 


69 

5.  Consideration  of  the  subdivisions  of  group  hygiene  in  relation  to 
the  main  groups  covered  in  4,  ahove — Continued. 

(e)   Preventive  hygiene  in  certain  groups — Continued. 

(4)  Preventive  hygiene  in  the  institution.  Periodic 
health  examinations  of  officers,  employees,  and 
inmates,  with  proper  isolation  and  effective  care 
of  disease  carriers.  The  importance  of  this  pro- 
gram in  relation  to  the  venereal  diseases  should 
be  emphasized. 
(/)   Remedial  hj^giene. 

(1)  Remedial  hygiene  in  the  home.    Point  out  the  ne- 

cessity for  very  early  and  very  persistent  remedial 
treatment  of  the  venereal  diseases  and  make  clear 
the  fact  that  the  success  of  remedial  treatment  for 
the  individual  means  prevention  and  protection 
for  the  other  members  of  the  family. 

(2)  Remedial  hj^giene  in  the  school.    The  rapid  reme- 

dial treatment  of  communicable  diseases  in  school 
children  or  college  students  means  not  only  a 
more  successful  esca]oe  from  damage  or  disaster 
by  the  individual — it  means  also  the  protection  of 
those  other  individuals  with  whom  he  comes  in 
contact.  The  application  of  this  fact  to  the 
venereal  diseases  is  apparent. 

(3)  Remedial  hygiene  in  the  occupation.     Importance 

of  early  and  effective  remedial  treatment  of  com- 
municable diseases,  including  the  venereal  diseases 
in  those  occupations  in  which  are  handled  food 
and  food  products,  and  in  those  occupations  in 
which  the  worker  comes  into  close  contact  with 
other  workers  or  with  customers. 

(4)  Remedial  hygiene  in  institutions.     Emphasize  the 

importance  of  remedial  hygiene  in  those  institu- 
tions that  are  established  for  the  purpose  of  tak- 
ing care  of  children,  the  homeless,  the  aged,  the 
delinquent,  etc.  It  is  seriousl}^  important  that 
men,  women,  and  children  sent  to  institutions 
(reformatories,  jails,  etc.)  for  periods  of  time 
should  not  be  returned  to  society  as  carriers  of 
disease.  The  inmate  with  gonorrhea  or  syphilis 
presents  a  complicated  problem  in  that  he  must 
be  cured  not  only  of  venereal  disease  but  also  of 
prostitution. 


70 

6.  Consideration  of  the  subdivisions  of  group  hygiene  in  relation  to 
the  main  groups  covered  in  4,  above — Continued. 

{g)   Hygiene  measures  for  recuperation,  rehabilitation,  and 
restoration  in  these  groups.     Properly  a  part  of  con- 
's structive  hygiene. 

(1)  Provisions  for  recux^eration,  etc.,  in  the  home.    See 

text  of  main  sjdlabus. 

(2)  Provisions  for  recuperation,  etc.,  in  the  school. 

(3)  Provisions    for    recuperation,    rehabilitation,    and 

restoration  in  the  occupations. 

(4)  Provisions  for  recuperation  and  rehabilitation  in 

the  institutions.  See  paragraph  {d)  in  the  main 
syllabus.  The  delinquent  woman  must  not  only 
be  cured  of  her  venereal  disease;  she  must  learn 
how  to  support  herself  in  an  honorable  way  or 
remain  in  the  reformatory  or  its  equivalent  under 
mild  restraint  in  order  that  she  may  not  infect 
others. 

Division  4.— INTERGROUP  HYGIENE. 

1.  Definition. — It  may  be  found  wise  in  develo])ing  the  details  of 

this  definition  to  illustrate  with  material  from  our  knowledge  of 
gonorrhea,  syphilis,  and  prostitution. 

2.  The  economic  basis  of  intergroup  hygiene. — Convincing  illustra- 

tive facts  may  be  cited  here  from  the  effects  of  syphilis,  gonor- 
rhea, and  chancroid  on  physiological  efficiency.  The  control  of 
these  diseases  is  very  obviously  an  intergroup  function. 
Z.  The  social  basis  of  intergroup  hygiene. — The  social  importance  of 
the  venereal  diseases  and  of  prostitution  should  be  presented 
here  in  some  detail,  and  the  fact  should  be  established  that  re- 
lief can  come  only  through  the  effective  operation  of  intergroup 
agencies. 

4.  Legislative  basis  of  intergroup  hygiene. — Use  laws  and  ordinances 

on  prostitution,  injunction  and  abatement,  control  of  venereal 
disease,  establishment  and  management  of  reformatories,  care  of 
the  feeble-minded,  etc.,  as  illustrations  of  the  necessity  for  legis- 
lative action  for  health  protection. 

5.  Discussion  of  the  main  subdivisions  of  intergroup  hygiene. 

(a)  Intergroup  educational  hygiene.  In  developing  this  part 
of  the  presentation  the  teacher  should  stress  the  fact 
that  the  general  public  will  be  educated  concerning  the 
dangers  and  defenses  of  venereal  disease  only  after  vig- 
orous intergroup  educational  methods  and  programs 
have  been  in  ox)eration  for  a  long  period  of  time. 


71 

5.  Discussion  of  the  main  suhdivislons  of  interrjroiq)  hygiene— Con. 
{h)   Intergroup  informational  hygiene.    The  text  under  •■  In- 
tergroiip    informational   hygiene'"   may   be    effectively 
illustrated  with  examples  from  surreys,  investigations, 
and  researches  on  gonorrhea,  syphilis,  and  prostitution, 
and  -with   examples   of   intergroup    agencies   that    are 
concerned  with  the  distribution  of  such  information. 
(c)   Intergroup  protective  hygiene.    Could  make  use  of  illus- 
trations taken  from  protective  measures  against  vene- 
real disease  carriers,  isolation,  quarantine. 
{d)   Intergroup   preventive   hygiene.     May   discuss  here  the 
remedial  treatment  of  venereal-disease  carriers  in  order 
to  prevent  its  transmission  to  others, 
(e)   Intergroup  remedial  hygiene.     Emphasize  the  very  se- 
rious importance  of  early  and  effective  treatment  of 
venereal  disease.     Point  out  the  fact  that  every  case 
of  untreated  gonorrhea  or  syphilis  is  of  importance  to 
the  community  as  a  whole. 
(/)   Intergroup  aggressive  hygiene.    It  is  only  through  inter- 
group aggressive  hygiene  that  gonorrhea,  syphilis,  and 
prostitution  can  be  controlled  and  eradicated. 
{g)   Intergroup  constructive  hygiene.    A  good  place  to  empha- 
size the  values  of  community  influences  that  help  in  the 
formation  of  fine  character,  high  ideals,  and  clean  con- 
duct.   These  are  powerful  products  of  intergroup  con- 
structive hygiene  that  have  much  to  do  with  the  control 
of  venereal  disease. 
(A)   Intergroup  reconstructive  hygiene.     The  damages  done 
by  syphilis  and  gonorrhea  are  sources  of  much  of  the 
need  for  reconstruction.     Bring  out  the  importance  of 
moral  reconstruction  in  case  of  the  prostitute.    In  mak- 
ing up  the  details  under  each  of  the  subheadings  of  the 
several  divisions  of  this  section  of  the  syllabus  frequent 
opportunity  will  arise  for  the  effective  use  of  illustra- 
tions and  applications  from  the  hygiene  of  the  venereal 
diseases. 
6    Discussion  of  the  more  hnfortant  agencies  of  intergroup   hy- 
giene.—In  making  up  the  details  of  this  part  of  the  main  syl- 
labus the  professor  or  teacher  of  hygiene  will  find  opportunities 
under  each  of  the  subheadings  of  the  several  subdivisions  of  the 
syllabus  for  the  effective  use  of  illustrations  and  applications 
from  the  intergroup  hygiene   of  the  venereal   diseases.     The 


72 

6.  Discussion  of  the  tnore  important  agencies  of  Intergrou-p  hygiene — 
Continued, 
teacher  should  make  judicious  use  of  these  opportunities  for 
emphases  in  discussing  the  following  agencies : 
'    {a)  Legislative  bodies  as  agencies  for  intergroup  hygiene. 

(1)  Examples  of  Federal  legislation  for  the  control  of 

venereal  disease  and  prostitution:  The  Mann 
Act;  the  importation  of  prostitutes  (immigration 
laws)  ;  sections  12  and  13  of  the  act  of  Congress 
"to  authorize  the  President  to  increase  tempo- 
rarily the  Military  Establishments  of  the  United 
States,"  approved  May  18,  1917;  Chapter  XV, 
Army  appropriations  bill,  July  9,  1918 — Cham- 
berlain-Kahn  Act. 

(2)  Examples  of  State  laws. 

(3)  Examples  of  county  and  municipal  ordinances. 
{h)   The  department  of  health.    Emphasize  the  special  organi- 
zation and  functions  that  are  concerned  with  gonorrhea 
and  syphilis,  their  prevention,  treatment,  and  control. 

{c)  Educational  agencies.  Discuss  curriculum  and  program 
provisions  in  State  and  public  schools,  normal  Schools, 
colleges,  and  universities  for  the  prevention  and  control 
of  venereal  diseases  through  education,  information, 
defensive  measures,  and  constructive  hygiene. 

{d)  Governmental  agencies.  Emphasize  organizations  and 
functions  that  have  been  established  for  the  prevention, 
treatment,  and  control  of  venereal  diseases  in :  The 
United  States  Interdepartmental  Social  Hygiene 
Board ;  the  Division  of  A^enereal  Diseases  of  the  United 
States  Public  Health  Service;  the  Medical  Service  of 
the  Army  and  the  Medical  Service  of  the  Navy;  the 
"  Sixth  Division"  of  the  Navy;  and  the  Education  and 
Recreation  Branches  of  the  War  Plans  Division  of  the 
General  Staff  of  the  Army. 

{e)  Voluntary  organizations  that  serve  as  agencies  for  inter- 
group hygiene.  Analj^ze  concisely  the  organizations 
and  functions  that  have  been  established  or  may  be  used 
for  the  prevention,  treatment,  or  control  of  venereal 
disease  in :  The  American  Social  Hygiene  Association ; 
certain  State  social  hygiene  organizations;  the  State 
and  provincial  board  of  health ;  the  International  Board 
of  Health;  the  American  Medical  Association;  certain 
universities,  medical  schools,  and  scientific  laboratories ; 
Law  Enforcement  Section  of  the  Commission  on  Train- 


73 

6.  Discussion  of  the  more  important  agencies  of  intergroup  hygiene — 
Continued. 
(e)   Voluntary  organizations  that  serve  as  agencies  for  inter- 
group hygiene — Continued, 
ing  Camp  Activities  during  the  war;  the  church,  Sun- 
day school,  and  other  religious  organizations;   social 
clubs,  athletic  organizations,  recreational  clubs,  societies 
for  entertainment. 

REFERENCES  FOR  THE  SUPPLEMENTARY  SYLLABUS. 

These  references  have  been  selected  by  experts  and  are  therefore 
ver}^  likely  to  be  dependable.  Nevertheless,  the  individual  professor 
or  other  special  teacher  of  hygiene  should  consult  such  of  these  refer- 
ences as  may  be  available  to  him  in  the  same  painstaking  and  critical 
spirit  that  should  dominate  all  his  investigations  as  a  student  of 
hygiene. 

SELECTED    REFERENCES    FOR    USE    V*^ITH    THE    SUPPLEMENTARY    SYLLABUS. 

Division  1.— GENERAL  HYGIENE. 


Author. 

Title. 

Publisher. 

Hutchiii£on 

Syphilis 

Funk  &  Wagnalls  Co. 
American  Medical  Asso- 

Pusey  

Syphilis  as  a  Modern  Problem 

The  Third  Great  Plague 

The  Biology  of  Sex 

Stotes     

ciation. 
W.  B.  Saunders  Co. 

Galloway 

D.  C.  Heath  Co. 

Division  2.— INDIVIDUAL  HYGIENE. 


Cady,  B.CandV.M 

Galloway 

Gulick 

Hood 

Smith 

Hall 

Do 

Moore 

Hall 

Do 

Exner , 

Howard 

Jewett 


The  Way  Life  Begins. 


Sex  and  Life 

Dynamic  of  Manhood 

For  Girls  and  Mothers  of  Girls. 

The  Three  Gifts  of  Life 

Life's  Beginning 

From  Youth  Into  Manhood .  .  . 

Keeping  in  Condition 

Life  Problems 


Pi,eproduction  and  Sexual  Hygiene, 

The  Rational  Sex  Life  for  Men 

Pex  Problems  in  Worry  and  Work . 
The  Next  Generation 


American     Social     Hy- 
giene Association. 
Association  Fress. 

Do. 
The  Bob.bs-Merrill  Co. 
Dodd,  Mead  &  Co. 
Association  Press. 

Bo. 
The  Macmillan  Co. 
American  Medical  Asso- 
ciation. 
Association  Fress. 

Do. 
E.  J.  Clode. 
Ginn  &  Co. 


74 


Selected  references  for  %ise  with  the  supplementary  syllabus — Coutinued. 

DmsiON  3.— GROUP  HYGIENE. 


Author. 

Title. 

Publisher. 

Biofelo'w   

?ex  Fducation .... 

The  Macmillan  Co 

Chapman 

How  shall  I  Tell  my  Child? 

Marriage  and  the  Sex  Problem 

Toward  Racial  Health 

F.  H   Revell  &  Co 

Foerster 

F.  A.  Stokes  Co. 

March 

E.  P.  Button  &  Co. 

Moll 

The  Sexual  Life  of  the  Child 

Social  Diseases  and  Mamage 

The  Renewal  of  Life 

The  Macmillan  Co 

Morrow 

Lea  &  Febiger 

Morlev 

A.  C.  McClurg  &  Co. 

Cocks 

Engagement  and  ^Marriage 

Problems  and   Principles  of  Sex 

Education. 
Youth:  Its  Education,   Regimen, 

and  Hygiene. 

Association  Press. 

Exner    .          .... 

Do. 

Hall 

D.  Appleton  &  Co. 

Division  4.— INTERGROUP  HYGIENE. 


Bloch 

■  Sexual  Life  of  Our  Times 

Rebman  Co. 

Ellis 

Task  of  Social  Hygiene 

Houghton  Mifflin  Co. 

Forel 

Sexual  Question 

Rebman  Co. 

Stokes 

Today's  World  Problem  in  Disease 

U.     S.     Public    Health 

Prevention. 

Service. 

rSvphilis  as  a  Public  Health  Prob- 

1 

Vedder 

lem. 
Syphilis  and  Public  Health 

vLea  &  Febiger. 

Foster   

The  Social  Emergency 

Houghton  Mifflin  Co. 
The  Macmillan  Co. 

Addams 

A  New  Conscience  and  an  Ancient 

Evil. 

Saleeby 

Parenthood  and  Race  Culture 

Moffat,  Yard  &  Co. 

Goddard 

The  Kallikak  Family 

The  Macmillan  Co. 

Flexner 

Prostitution  in  Ji  lU'ope            ...    . 

The  Century  Co. 

Creighton 

The   Social   Disease  and  How  to 
Fight  It. 

Longmans,  Green  &  Co. 

Ashburn 

Elements  on  Military  Hygiene 

Houghton  ]VIifflin  Co. 

The  following  references  for  use  with  the  supplementary  syllabus 
may  be  secured  from  the  Division  of  Venereal  Diseases  of  the  United 
States  Public  Health  Service,  Washington,  D.  C. : 

GENERAL  HYGIENE. 

-A   Public   Health   Problem   for   Civilian    Corn- 


By  Dr.  J.  H.  Stokes. 


Approximately   the 


V.  D.  B.  11.  Venereal   DLseases- 
munities. 
22.  To-day's  World  Problem  in  Disease  Prevention. 
26.  Shan  We  Finish  the  Fight? 
30.  The   Percentage   of  Venereal   Diseases  Among 

Second  Million  Drafted  Men — By  States. 
42.  Ravage  of  Innocents  Must  Stop. 

46.  A  People's  War. 

47.  The  Percentage  of  Venereal   Diseases   Among  Approximately   the 

Second  Million  Drafted  ^len — By  Cities. 


7o 

INDIVIDUAL    HYGIENE. 

I.  The  care  of  the  body  and  its  organs. 
V.  D.  B.    1.  Keeping  Fit. 
6.  Man  Power. 
8.  On  Guard. 
3.3.  To  Girls  in  Industry. 
49.  The  Facts  About  Venereal  Diseases. 

II.  The  hygiene  of  correction  and  repair. 

Y.  D.  B.  81.  Important   Confidential    Information    (for   persons    having 
a  venereal  disease). 
III.  Protective  hygiene — Avoidance  of  the  agents  that   injure  health. 
V.  D.  B.    1.  Keeping  Fit. 
6.  Man  Power. 

8.  On  Guard. 

33.  To  Girls  in  Industry. 

49.  The  Facts  About  Venereal  Diseases. 

GROUP   HYGIENE. 

I.  Hygiene  of  the  home  and  the  family. 
V.  D.  B.  32.  The  Parent's  Pai't. 
II.  School  hygiene. 

V.  D.  B.     7.  The  Problem  of  Sex  Education  in  Schools. 

9.  The  Need  for  Sex  Education. 

10.  Why  Should  High  Schools  and  Colleges  Provide  Sex  In- 
struction ? 
38.  The  Need  for  Sex  Education  (with  book  list). 
41.  The    Place    of    Sex    Education    in    Biologj-    and    General 

Science. 
-50.  A  High  School  Course  in  Physiology  in  which  the  Facts  of 
Sex  are  Taught. 
III.  Occupational  hygiene. 

V.  D.  B.  12  to  20.    (Pamphlets  for  Industrial  Program.) 

INTERGROUP  HYGIENE. 

V.  D.  B.  11.  Venereal  Diseases — A  Public  Health  Problem  for  Civilian  Com- 
munities. 

22.  To-day's  World  Problem  in  Disease  Prevention.  By  Dr.  J.  H. 
Stokes. 

26.  Shall  We  Finish  the  Fight? 

30.  The  Percentage  of  Venereal  Diseases  Among  Approximately  the 
Second  Million  Drafted  Men — By  States. 

42.  Ravage  of  Innocents  Must  Stop. 

46.  A  People's  War. 

47.  The  Percentage  of  Venereal  Diseases  Among  Approximately  the 

Second  Million  Drafted  Men — By  Cities. 
I.  Interfamily  hygiene,  comnmnity  or  municipal  hygiene. 
V.  D.  B.  39.  Venereal  Disease  Ordinances. 

48.  How  to  Fight  Venereal  Diseases  in  your  City. 


76 

The  following  references  for  use  Trith  tlie  Supplementary  Syllabus 
may  be  secured  through  the  American  Social  Hygiene  Association, 
105  West  Fortieth  Street.  Xew  York  City. 

GEXERAL  HYGIENE. 


BuJ.Xo. 


Title. 


Author. 


7 
45 
58 


63 

73 

75 
85 
100 
103 
111 
112 
118 
126 
130 


161 

171 
173 
180 
182 
184 
186 
189 
193 
194 
195 
196 
198 
206 
207 
208 

213 
214 
222 
223 

237 

238 
239 

240 

242 
243 
244 

245 
246 
247 
251 
252 


The  Regulation  of  Prostitution  in  Europe | 

]\Iorals  and  Venereal  Disease 

BiograpMcal  Sketch  and  Portrait  of  Doctor  Mor-  j 

ro'R":  Morals  and  Venereal  Disease. 
The  Pioneer  Qualities  of  Doctor  Morrow  as  a  Social 

Reformer. 

Friend  or  Enemy 

Segreeation  of  Prostitution    and    the    Injunction 

and  Abatement  Law. 

Medical  Aspects  of  Social  Hygiene 

The  Way  Life  Begins j 

Study  of  Venereal  Prophylaxis  in  the  Xavy I 

Public  Morals  and  Recreation i 

]\Iethod  of  Attack  on  Venereal  Diseases \ 

Venereal  Diseases;  A  Sociologic  Study j 

^Medical  Adviser  and  His  Correspondence  File ; 

Next  Steps - .  - , 

William  Henry  "Welch.  President  of  the  American  j 

Social     Hygiene     Association;      Biographical  I 

Sketch  with  portrait.  I 

A  Good  Samaritan  Gift 

Prohibition  and  Social  Hygiene 

Case  against  Prophylaxis 

Mothers  of  America 

Law  Enforcement 

Police  and  the  Pul  ilic  Health 

Social  Legislation  and  Vice  Control 

The  Matter  and  Methods  of  Sex  Education 

Why  Let  It  Burn? 

A  History  and  a  Forecast 

Recreation 

]\Iedical  Measures - 

Education 

The  Sex  Problem. 

Eugenics  and  Racial  Poisons 

The  Sexual  Necessity 


The  Need  for  Sex  Education 

A  State-wide  Progi-am  for  Sex  Education 

Reproduction  and  Sex  Hygiene 

The  American  Social  Hygiene  Association — 
Organization  and  Purpose. 

Suggestions  for  Conununity  Action  Against  Vene- 
real Disease. 

The  Treatment  of  the  ^^enereal  Disease  Patient. . , 

The  Failure  of  Segregation  as  a  Protector  of  Inno- 
cent Womanhood. 

Venereal  Disease  Among  Prostitutes 

Social  Hvsiene  Publications 

The  End  of  the  Road . . . . . 

Lecture  Film:  Venereal  Diseases,  Their  Origin 
and  Results. 

Modern  Diagnosis  and  Treatment  of  S;\'philis 

The  .American  Plan 

Woman's  Lecture  Film 

Wamiug  About  Prostitutes  (in  Yiddish ) 

Facts  About  Gonorrhea  (in  Yiddish  i 


Abraham  Flexner. 
E.  L.  Keyes.  jr. 
Do.   ' 

C.  W.  Eliot. 

M.  J.  Exner. 


.1.  D.  Greene. 

B.  C.  &  V.  M.  Cady 

C.  E.  Riegs. 
C.  W.  Hayes. 


W.  F.  Snow. 
Bascom  Johnson. 


G.  W.  Wende. 
R.  A.  Woods. 
Edith  H.  Hooker. 
Mabel  S.  Ulrich. 

R.  W.  Pullman. 
Joseph  ]\Iayer. 


P.  A.  Morrow. 

Do. 
W.  H.  Howell  and  E.  L. 
Keyes. 


W.  H.  Eddy. 


D.  L.  Jewell. 

H.  E.  Kleinschmidt. 
R.  H.  Eyerett. 

Benjamin  Malzberg. 


Motion  pictures  on  social 
hygiene. 


77 


General  liygiene — Coutinued. 


Bui. No. 

Title. 

Author. 

253 

Facts  Ahout  Rj^liilis  fin  Yiddish ) 

255 
256 

257 

258 

259 
260 

261 

262 
263 

Standard  Form  of  Law.     (Repression  of  Prostitu- 
tion; Form  1.) 

Standard  Form  of  Law.     (Repression  of  Fornica- 
tion; Form  2.) 

Standard  Form  of  Law.     (Injunction  and  Abate- 
ment Act;  Form  3.) 

Standard   Form  of   Law.     (Control  of  Venereal 
Diseases;  Form  4.) 

Standard  Form  of  Law.     (Ouster  Law;  Form  5.) 

Standard    Form   of   Law.     (Estaljlishment   of   a 
Reformatory  for  Women  or  Giils;  Form  6.) 

Experimental  Medicine  and  the  Venereal  Diseases. 

The  American  Plan  as  Seen  by  an  Englishwoman. . 
What  to  Read     

W.  F.  Snow  and  T.  A. 

Storey. 
Edith  Picton-Tubervill. 

264 

AVarnin"'  About  Prostitutes  (in  Spanish) 

265 
266 

Facts  About  Gonorrhea  (in  Spanish ) 

Facts  About  Syphilis  (in  Spanish )          

INDIVIDUAL  HYGIENE. 

43 

48 

Hygiene  Sexual  para  los  Jovenes  (Spanish) 

Sexual  Hygiene  for  Young  Men 

W.  T.  Belfield. 
Do. 

52 

Sex  in  Life               .       

Donal    B.     and    E.    B 

99 

Keep  in  Fighting  Trim 

Armstrong. 

101 

Sword  of  Damocles                 

W.  r.  Rucker. 

181 

The  Girl's  Part 

Mabel  S.  Llrich. 

201 

The  Young  Mans  Problem    

P.  A.  Morrow. 

211 

A  Reasonable  Sex  Life  for  a  Man       

216 

Vigorous  ^lanhood 

242 

Social  Hvgiene  Publications 

263 

What  to  Read                                         

GROUP  HYGIENE. 

33 

41 

60 

107 

172 
187 
199 
202 
203 
217 
221 
225 
226 
227 
228 

229 
230 
231 


Educational    Attacks    on    Problems    of    Social 

Hygiene. 

Home  and  Community 

The  Mother's  Reply  .\ 

Responsibility  of  the  Dean  of  Women  for  Sex 

Education. 

Illinois  Social  Hygiene  League 

Prudery  and  the  Child 

Sexuality  in  Plants 

Instruction  in  the  Physiology  and  Hygiene  of  Sex 

The  Bov  Problem '. 

When  and  How  to  Tell  the  Children 

Sex  Education  in  the  Home  and  High  School 

Outline  of  Plan 

Order  Blank 

Pamphlet,  ' '  For  Girls  " 

Pamphlet,   "Facts  About  Venereal  Diseases  for 

Men." 

Pamphlet.  "Questions  and  Answers  for  Girls" 

U.  S.  Public  Health  Service  Placard  for  Men 

Woman's  Placard . , 


M.  A.  BigeloAv. 


Nellie  M.  Smith. 
Louise  F.  Brown. 

R.  H.  Gault. 
W.  M.  Gallichan. 
D.  S.  Johnson. 
P.  A.  Morrow. 
Do. 

James  E.  Peabody. 


Industrial  program. 


Group  Hygiene — Contiuued. 


Bui. No. 

Title. 

Author. 

242 

Social  Hygiene  Publications 

248' 

Child  Questions  and  Their  Answers 

Helen  W.  Brown. 

254 
263 

Child  Questions  and  Their  Answers  (in  Yiddish) . . 
What  to  Read 

267 

Child  Questions  and  Their  Answers  (in  Spanish) . . 

INTERGROUP  HYGIENE. 


7 

59 

61 

77 

108 

109 

116 

117 


121 
124 
132 

149 

159 

]65 

168 

175 

176 

178  ' 

185 

188 

233 

234 

235 

236 
241 

242 
250 
263 


The  Regulation  of  Prostitution  in  Europe 

Prostitution  and  the  Police 

Prevention  of  Venereal  Diseases  in  the  Army  — 

Clinics  for  Venereal  Diseases 

Social  Hygiene  and  the  War. 

Washington,  the  Cleanest  Capital  in  the  World. . . 

Recent  Progress  in  New  York's  Venereal  Disease 
Campaign. 

What  Some  Communities  Have  Done  for  the  Pro- 
tection of  Morals  and  Health  of  Soldiers  and 
Sailors. 

Vice  Repression  as  a  War  Policy 

Community  Control  of  Venereal  Diseases 

California  Program  for  Prevention  of  Venereal 
Diseases. 

Venereal  Diseases  in  the  Army,  Navy,  and  Com- 
munity. 

Social  Hygiene  and  the  War 

Educational  Prophylaxis  of  Venereal  Diseases . . . 

Social  Hygiene  Legislation  in  1917 

The  Social  Hygiene  Sergeant 

Experiences  of  a  Lectiu"er 

Social  Hygiene  and  the  War 

The  Massachusetts  Plan 

Exhibit  Catalog 

The  Public  Health  Service  Campaign  Against 
Venereal  Diseases. 

The  Work  of  the  United  States  Interdepartmental 
Social  Hygiene  Board. 

The  Sixth  Division  of  the  Bureau  of  Navigation. 

The  Red  Cross  Conference  at  Cannes 

Public  Health  Education  and  the  American  Army 
in  France. 

Social  Hygiene  Publications 

Conquering  an  Old  Enemy 

What  to  Read , 


Abraham  Flexner. 
R.  B.  Fosdick. 
Otto  May. 
W.  F.  Snow. 

Do. 
David  Lawrence. 


Bascom  Johnson. 


Walter  Clarke. 
F.  J.  Osborne. 
W.  A.  Sawyer. 

Rt.  Rev.  Wm.  Lawrence. 

Katherine  B.  Davis. 
H.  E.  Kleinschmidt. 
Joseph  Mayer. 
W.  A.  Bradley. 
Rachelle  S.  Yarros. 
M.  J.  Exner. 
A.  N.  Thomson. 

C.  C.  Pierce. 

T.  A.  Storey. 

C.  B.  Mayo. 
W.  F.  Snow. 
C.  E.  Barr. 

Will  Ir^vin. 


PART  3. 

SUPPLEMENTARY  SYLLABI  ON  SPECIAL  GROUP  AND  SPECIAL 
INTERGROUP  HYGIENE. 

Division  1.— SYLLABUS  ON  SPECIAL  GROUP  HYGIENE. 

I.  DOMESTIC  HYGIENE  OR  HYGIENE  OF  THE  HOME  AND  FAMILY. 

1.  &ite  and  location  of  the  home. — IiifiuLnce  of  climate:  soil;  drain- 

age ;  water  supply ;  sewage ;  neighborhood ;  nuisances,  such  as 
smoke,  fumes,  dust,  and  noise ;  social  life ;  school ;  hospitals  and 
clinics;  police  and  fire  protection;  health  standards  of  com- 
munities; availability  of  department  of  health;  availability  of 
physicians  and  nurses ;  local  morbidity ;  moral  standards  of  com- 
munity. Importance  of  sunshine,  cheerful  surroundings,  and 
other  influences  that  lead  to  health,  happiness,  and  prosperity. 

2.  Planning  the  home. — Selection  of  house  already  built,  selection  of 

a  tenement  or  apartment.    Rooms  in  a  family  hotel. 

3.  C onstruction  and  equipment  of  a  home: 

(a)  Material  used. 

(&)  Number  and  variety  of  rooms.  Living  rooms,  sleeping- 
rooms,  sleeping  porches,  dining  room,  social  rooms, 
playroom,  room  for  emergency,  isolation  and  quaran- 
tine, bathroom,  toilet  accommodations,  kitchen,  pantry, 
storeroom,  basement,  attic,  and  closet.  The  small, 
medium-sized,  and  large  house. 

(c)  Illumination.     Candle,  oil.  gas,  and  electric;   angle  and 

direction  of  light;  light  reflectors;  direct,  indirect,  and 
semi-direct  illumination;  location  and  size  of  windows; 
curtains,  shades,  awnings,  and  relation  of  covered 
porches  to  room  illumination ;  interior  color  scheme. 

(d)  Heating   and   ventilating.     Fireplace.      Stoves:   oil,   gas, 

wood,  and  coal.  Furnace :  hot  air,  steam  heat,  hot- 
water  heat.  Location  of  heaters.  Humidity.  Tem- 
perature. Purity  of  air,  dust,  smoke,  fumes,  and  odors. 
Motion  of  air;  plenmii  and  vacuum  ventilation.  Win- 
dow ventilation,  ventilation  through  fireplace,  stove, 
and  hot-air  furnace. 
(79) 


80 

3.  Construction  and  equipment  of  a  home — Continued. 

(e)  Cleaning.  Importance  of  smooth  surfaces  with  no  sharp 
angles  to  catch  the  dust.  Sweeping,  mopping,  dusting, 
and  vacuum  cleaning.  Disposal  of  refuse  and  garbage. 
,  Special  problems  in  tenement  houses,  apartment  houses, 

family  hotels,  and  in  neighborhoods  in  which  families 
live  close  together. 

(/)  Bathrooms.  Tub  and  shower.  Warm-water  supply. 
Gas  heaters.     Stove  heaters. 

(^)  Disposal  of  excretions.  The  yard  privy.  House  toilet. 
Cesspool.     Conununity  sewage  systems. 

(7i)  Porches,  sun  parlors,  roof  gardens,  roof  play  and  recrea- 
tion arrangements. 

(i)  Yard  and  yard  buildings,  size  of  j^ard.  Play  and  recrea- 
tion space.  Flower  and  vegetable  gardens.  Yard 
houses,  barn,  garage,  playhouse,  lounging  space,  ham- 
mocks, swings,  tennis,  croquet,  quoit,  etc.  Limitations 
and  possibilities  in  the  rural  home,  the  village  home, 
and  the  city  home.  The  home  of  the  man  in  poor  cir- 
cumstances, of  moderate  means,  and  of  considerable 
resource. 

4.  Furniture. — Postural    considerations.      Chairs,    desks,    lounges, 

tables,  sinks,  wash  stands,  bookcases,  shelves,  mantels,  sideboards, 
beds,  etc.    Importance  of  comfort,  attraction,  and  utility. 

5.  Importance  of  cheerful.^  attractive  surroundings. — "Why  worry" 

and  "  Keep  busy." 

6.  Hygiene    of    heredity. — Preparation    for    parenthood,    parental 

hygiene. 

7.  Prenatal  hygiene. 

8.  The  hygiene  of  childhirth. 

9.  The  hygiene  of  infancy^  childhood^  and  youth. — Special  importance 

of  each  age  period  in  the  physical,  moral,  and  mental  growth 
and  development  of  the  child.  Emphasis  of  various  dominating 
factors  in  educational  hygiene,  constructive  hygiene,  informa- 
tional hygiene,  protective  hygiene,  and  remedial  hygiene.  Habit- 
forming  periods  of  supreme  importance.  Special  problems  of 
adolesence.  Period  of  questions  on  matters  of  sex  reproduction 
that  calls  for  most  careful  parental  consideration. 

{a)   Care  of  the  baby. 

(6)   Care  of  young  children. 

(c)   Care  of  the  adolescent. 

{d)  Care  of  the  young  adult — the  young  woman  and  the 
young  man. 

(e)  Care  of  the  mother  at  different  physiological  and  age 
periods. 


81 

10.  Family  food  supply. — Quality,  quantity,  preparation,  balanced 

diet  modifications  for  different  age  periods,  habits  of  eating. 
Great  importance  of  cheerfulness  at  mealtime.  (See  discus- 
sion under  Individual  hygiene.) 

11.  Care  of  excretions .,  respiratory  and  intestinal. —  (See  discussion 

in  General  hygiene,  the  carriers  of  disease,  etc.) 

12.  Provisions  and  pTogram  for  play.,  recreation.^  exercise.,  social  life., 

and  rest  for  parents  mid  children.     The  importance  of  wise 
employment  of  leisure  time. 

13.  The  general  education  of  the  child.    Its  hygienic  aspects. 

14.  The  mental  and  moral  health  of  the  child  and  the  parent.    Hy- 

giene of  the  emotions. 

15.  Work  of  older  hoys  and  girls  and  of  ^parents. 

16.  Protective^  preventive.,  and  remedial  hygiene  in  the  home.     The 

common  health? injuries  of  infants,  children,  adolescents,  young 
adults  and  parents,  their  causes  and  carriers  and  their  methods 
of  defense.  Emphasize  particularly :  The  infectious  diseases  of 
children,  malnutrition,  adenoids  and  tonsils,  bad  posture, 
tuberculosis,  influenza,  dental  troubles,  typhoid  fever,  gonor- 
rhea, syphilis,  heart  diseases,  nervous  diseases,  malignant  dis- 
ease and  the  diseases  of  decay  (nephritis,  arteriosclerosis, 
apoplexy,  and  heart  disease),  and  common  local  diseases  (i.  e., 
hookworm,  pellagra,  goitre). 

17.  The  sick  room. — Location  in  the  home.    Scanty  general  furnish- 

ings, equipment,  ease  of  isolation,  ease  of  supervision,  and  easy 
.disposal  of  excretions. 

18.  Family  relations  loith  other  families  of  the  neighhorhood.    Inter- 

family  hygiene. 

II.  SCHOOL  HYGIENE. 

The  Scope,  Objects,  and  Importance  or  School  Htgiene — Its  Eco- 
nomic AND  Social  Values  to  Pupils,  Parents,  and  Community. 

BUILDINCxS  AND  GROUNDS. 

1.  School  huildings. —  {a)  Importance  of  practical,  experienced  ad-' 
vice  in  planning  a  school  building  and  school  grounds.  The 
school  child  is  too  often  forgotten  because  of  a  competing  inter- 
est in  subjects,  architecture,  or  furniture.  (&)  Types  and  con- 
struction of  buildings  for  rural,  village,  or  city  schools ;  (c)  site, 
neighborhood,  accessibility;  {d)  location  of  building  or  build- 
ings and  grounds ;  {e)  water  supply;  (/)  drainage;  {g)  sewage 
disposal;  {h)  fire  hazard;  (i)  entrances;  (_/')  exits,  fire  escapes; 
{h)  windows;  (Z)  office  rooms;   {m)  waiting  rooms;  {n)  cloak 

2058—20- — 6 


82 

1.  School  huildings — Continued. 

rooms  or  locker  rooms:  {o)  lavatories,  toilets,  shower  baths,  and 
sAvimmino:  pools;  (/»)  indoor  play  space,  gymnasium,  entertain- 
ment hall,  auditorium;  {q)  general  limitations  and  possibilities 
in  rural,  village,  and  city  communities. 

2.  Lighting  of  school  huildings. —  {a)  Measurement  of  illumination; 

(&)  angle  of  light;  (c)  direction  of  light,  location  of  seats;: 
(f/)  "windows;  {e)  curtains  and  shades;  (/)  artificial  illumina- 
tion: {g)  direct  and  indirect  illumination;  (A)  electric,  gas, 
and  oil;  {i)  practical  consideration  in  rural,  village,  and  city 
schools. 

3.  Ventilation  and  heat. —  {a)  Temperature;  (&)  humidity;  {c)  mo- 

tion of  air;  {d)  dust:  {e)  odors,  gases,  and  other  impurities; 
(/)  window  ventilation;,  {g)  plenum  and  vacuum  systems; 
(/()  air  filters  and  hmnidifiers:  {i)  stoves:  {j)  furnaces; 
(Z')  steam  heat:  (7)  hot-water  heater;  (m)  limitations  and  pos- 
sibilities in  rural,  village,  and  city  schools. 

4.  Drinking  fountains,  wash  rooms,  toilet  provisions,  plumbing,  and 

sewage.     Varying    possibilities    in    rural,    village,    and    city 
schools. 

5.  Provisions   for   cleaning. —  (a)    Sweeping;    (h)    scrubbing:    (r) 

vacuum  cleaning:  (d)  treatment  of  floors:  (e)  construction  of 
trim  with  no  sharp  angles  or  fretted  work  in  which  dust  easily 
lodges  and  which  are  difficult  to  clean:  (/)  rural,  village,  and 
cit}''  possibilities. 

6.  The  class7'0077i  and  its   equipment. —  {a)    Size   and   shape:    (?>) 

walls  and  ceiling;  (c)  floor;  {d)  windows  and  doors;  {e) 
teacher's  platform:  (/)  desks  adjustable  to  different  sizes  of 
pupils  and  teachers:  {g)  aisles;  (A)  blackboards;  {i)  charts, 
maps,  and  screens;  {])  books  (size  of  tj^pe,  color  of  imprint, 
etc.);  {k)  laA-^atory;  (Z)  drinking  font;  {ni)  provisions  for 
expectoration;  {n)  possibilities  of  the  rural,  village,  and  city 
school. 

7.  Gi/mnashini.,  playroom.,  exercising  hall. —  {a)   Size;    {l>)   shape; 

[c)  height  of  ceiling ;  (fZ)  floor;  (e)  platform;  (/)  ventilation; 
{g)  illumination;  (A)  heating;  (^)  relation  to  locker  and 
shower  room;  {j)  facilities  for  cleanliness  of  room,  trim,  and 
equipment;  {h)  bulletin  board  for  announcements;  (Z)  screen, 
blackboard,  charts,  and  diagrams;  (m)  equipment — practical- 
ity, safety,  and  maintenance;  {n)  shower  baths  and  swimming 
pool;  {o)  limitations  and  possibilities  of  rural,  village,  and 
city  schools. 

8.  Assembly  hall,  auditorium. — Provisions  for    entertainment    in 

small,  medium-sized,  and  large  schools. 


9.  Special  rooms  for:  (a)  Health  examinations;  (h)  isolation  or 
detention;  (c)  rest  and  restoration;  (d)  domestic  science;  (e) 
manual  training;  (/)  laboratory  activities;  {g)  lunches;  (h) 
restaurant  facilities;  (^)  study  rooms;  (j)  club  or  society 
meetings;  (k)  social  activities;  (l)  limitations  of  smaller 
schools. 

10.  Fire  prevention  and  profectioji. 

11.  School  grounds. — Play  space,  recreation  areas,  athletic  field,  out- 

door gymnasium,  outdoor  swimming  pool,  skating,  tennis,  base- 
ball, football,  track,  etc. 

THE   HYGIENE   OF   INSTRUCTION. 

1.  Genercd  considerations. —  {a)   Individual  capacity:    (5)    fatigue; 

(c) exceptional  children;  (c/)  subnormal  children;  (e)  defec- 
tives; (/)  school"  age;  {g)  coeducation. 

2.  The  pupil  and  the  curriculuin. —  (a)   Size  of  classes;    (&)   school 

hours;  (c)  carrying  of  books;  {d)  inspection  for  cleanliness 
and  health  (the  teacher  should  always  be  subconsciously  alert 
to  evidences  of  health  abnormality  in  her  pupils)  ;  (e)  length 
of  class  periods;  (/')  "relief  drills"  ;  {g)  recesses  and  recess 
programs;  (A)  lunch  period — usually  too  short;  («')  sequence 
or  order  of  subjects;  (j/)  the  one  or  two  session  day;  {W)  part 
time  schedule;  (Z)  dual  system;  (??z)  home  work;  in)  extra 
work;  (o)  outside  activities;  {j))  examinations,  mid-term,  and 
final;  {^q)  overwork;  (r)  discipline  and  punishments;  (s)  school 
suicides;  it)  vacations;  {u)  field  work;  (v)  school  clubs  for 
nature  study,  woodcraft,  etc;  {w)  athletic  organizations  and 
competitions. 

3.  The  hygiene  of  different  school  subjects. —  (a)  Reading;  {h)  writ- 

ing; (c)  handwork;  (d)  domestic  science;  (e)  manual  train- 
ing; (/)  gymnastics,  play,  and  athletics;  (g)  singing;  (A) 
dangers  of  unwise  sex  instruction. 
i.  Specicd  schools. — Open-air  schools,  malnutrition  classes,  schools 
for  crippled  children,  blind,  deaf  and  dumb,  feeble-minded, 
delinquent,  and  incorrigible. 

INSTRUCTION  IN  HYGIENE. 

1.  General. —  {a)  Hygiene  in  training  schools  for  teachers.  Every 
teacher  should  be  as  well  prepared  in  hygiene  as  he  or  she  is  in 
English  or  arithmetic;  {h)  hygiene  in  elementary  schools; 
{c)  hygiene  in  secondary  schools;  {d)  special  opportunities, 
necessities,  and  difficulties  in  rural  schools,  village  schools,  and 
city  schools.  Organization  proposed  by  the  United  States  In- 
terdepartmental Social  Hygiene  Board  for  instruction  in  hy- 


84 

1.  General — Continued. 

giene  in  the  university,  college,  and  normal  school.  Applicable 
to  elementary  and  secondary  schools,  with  such  variation  in  in- 
structional emphasis  and  vrith  such  safeguards  as  are  logical  for 
file  age  period  covered. 

2.  Content  of. — General  hygiene,  individual  hj^giene,  group  hygiene, 

and  intergroup  hygiene.  Modifications,  special  emphases, '  and 
careful  methods  of  presentation  necessar}^,  particularly  in  the 
elementary  school. 

3.  The  'principles  and  administration  of  physical  training. — Every 

teacher  should  be  able  to  direct  the  play  and  games  of  school 
children  and  the  common  athletic  activities  of  the  older  boys 
and  girls.  And  every  pupil  should  carry  on  such  physical  ex- 
ercise as  is  within  the  limits  of  his  strength. 

4.  Health     examinations. — Frequency;     scope,     purpose;     common 

health  abnormalities,  deficiencies,  and  defects  found  in  school 
children;  the  school  physician;  school  nurse;  dentist;  clinic; 
health  conference ;  "  follow  up  "  of  advice. 

5.  Physical  training. — Gymnastic  exercises ;  recreation ;  games ;  play ; 

athletics;  swimming;  special  provisions  for  pupils  organically 
unfitted  for  regular  physical  activities;  team  and  group  organ- 
ization ;  opportunities  for  effective,  confidential  relationship  be- 
tween physical  training  teacher  and  player. 
6.'  Special  hnportance  of  sex  hygiene. — Opportunities  for  instruction 
in  sex  hygiene  in  connection  with  other  subjects  as  well  as  hy- 
giene ;  place  of  sex  hygiene  in  the  curriculum  as  a  part  of  vari- 
ous subjects  rather  than  a  distinct  subject  separately  presented. 

HYGIENE  OF  THE  TEACHER. 

1.  Imq)ortance  of  health  of  teachers. — ■(«)   Should  be  considered  in 

connection  with  the  planning  of  school  buildings  and  grounds 
and  in  connection  with  their  furnishing  and  equipment;  (&) 
teaching  hours;  (c)  length  of  schedule;  {d)  preparation  of 
work;  (<s)  home  work;  (/)  number  of  pupils  in  classes;  {g) 
graded  classes  and  ungraded  classes;  {h)  segregated  and  mixed 
classes;  {i)  examinations;  (_/)  reports;  (/,•)  discipline;  {I)  extra 
curricular  obligations  and  activities;  {m)  relaxation  periods; 
{n)  vacations;  (o)  compensation. 

2.  Tlie  effect  of  school  room.,  schedfuble^^  and  curriculum,  conditions., 

sedentary  life.,  nervous  strain.,  and  inadequate  compensation. 
The  laws  of  hygiene  are  as  unrelenting  with  the  teacher  as  they 
are  with  anyone  else.  The  teacher  should  be  well  educated  and 
well  informed  in  hygiene  and  should  practice  wise  habits  for  the 
acquisition  and  the  conservation  of  health. 


85 

HI.  NORMAL  SCHOOL,  COLLEGE,  AND  UNIVERSITY  HYGIENE. 

1.  Buildings^  grounds^  furnishings^  and  equipment. —  {a)  Impor- 
tance of  experienced  advice  in  planning  educational  buildings 
and  grounds  and  in  selecting  appropriate  furnishings  and  equip- 
ment. The  purpose  of  each  room  and  the  well-being  of  its  occu- 
pants should  be  seriously  and  persistently  considered  as  a  sep- 
arate and  special  problem,  {h)  Site,  surroundings,  accessi- 
bility, drainage,  exposure,  Avater  supply,  sewage,  local  mor- 
bidity, (c)  Buildings  and  space  accommodations  common  in 
educational  institutions  :  Administration  building ;  class  rooms ; 
laboratories;  assembly  hall  or  auditorium;  gymnasium,  recrea- 
tion hall,  or  playroom ;  swimming  pool  or  shower  rooms ;  locker 
rooms;  special  exercise  rooms;  dormitories;  eating  hall  or  res- 
taurant ;  club  rooms ;  chapel ;  library ;  building  or  space  for 
examination ;  detention ;  isolation ;  treatment ;  and  convalescence. 
{d)  Special  provisions  necessary  in  such  buildings  for  lighting, 
heating,  ventilating,  cleaning,  water  supply,  toilet  facilities, 
sewage,  {e)  Grounds.  Playgrounds;  recreation  and  athletic 
fields;  provision  for  special  games,  such  as  baseball,  football, 
lacrosse,  and  tennis.  Provisions  for  outdoor  entertainment, 
pageantry,  etc.  Such  construction  calls  for  special  upkeep,  re- 
pair and  restoration,  and  special  supervision.  (/)  Furnishing 
and  equipment.  Each  special  educational  activity  requires  more 
or  less  special  furnishing  and  equipment  constructed  and  se- 
lectecl  for  its  practical  utility,  pleasing  appearance,  and  safety. 
These  considerations  apply  particularly  to  laboratory  furnish- 
ings and  equipment,  chairs,  swimming-pool  equipment,  gym- 
nasium furniture  and  apparatus. 

2.  The  hygiene  of  instruction. —  («)  Health  requirements  for  admis- 
sion; (5)  practice  of  certain  health  habits  required  of  students 
while  in  attendance;  (c)  periodic  health  examination;  {^d)  size 
limit  of  classes:  (e)  length  of  school  day  and  of  instructional 
period;  (/)  number  of  hours  permitted  the  students  in  weekly 
schedule;  {g)  lunch  period;  (A)  interval  between  classes;  (i) 
airing  of  recitation  rooms;  (_/')  dangers  and  safeguards  of  differ- 
ent subjects  (chemistry,  shop  work,  gymnastics,  athletics,  swim- 
ming) ;  {Ic)  preparation  for  class  work;  (Z)  examinations;  (m) 
discipline;  (n)  vacations. 

S.  Curricular  and  extra  curricnlar  activities^  provisions.^  and  require- 
Trhcnts  in  hygiene. 

(a)  Program  for  all  students  : 

(1)   Educational  and  informational  hygiene. 

a.  Class  instruction  in  general,  individual,  group, 
and  intergroup  hygiene. 


86 

3.  Gurricular  cmd  extra  cumcular  activities^  pr^ovisions,  and  require- 
77vents  in  hygiene — Continueci. 
{a)   Program  for  all  students — Continueci. 

(1)  Educational  and  informational  hygiene — Contd. 

b.  Health    examinations    informing    each    indi- 
-j  .  .         . 

.  vidual  concerning  his  health  needs  once  each 

half  j'-ear. 

c.  Sanitary   surveys — buildings,   grounds,  water 

and.  food  supply,  ventilation,  heating, 
plumbing,  etc.,  at  frequent  intervals. 

(2)  Corrective  and  reparative  hygiene. 

a.  Conferences   following  up   advice   given  stu- 

dents at  time  of  examination  for  the  repair 
of  defects,  correction  of  habits.  Confiden- 
tial. 

b.  Availability  of  competent,  general,  and  special 

practitioners,  hospitals,  clinics,  and  facili- 
ties for  special  or  modified  exercise. 

(3)  Eemedial  hygiene. 

a.  Provisions  for  first  aid  and  emergenc};'  treat- 

ment. General.  Special,  as  in  chemistry, 
laboratory,  shops,  swimming  pool. 

b.  Availability  of  expert  medical  and  surgical 

service. 

c.  Detention   hospital,   general   hospital,   conta- 

gious ward,  isolation  ward,  and  other  special 
hospital  facilities. 

(4)  Protective  and  preventive  hygiene. 

a.  Protective  hygiene.  Considerations  that 
should  govern  the  plaiming  and  erection  of 
buildings ;  selection  of  site ;  planning  and 
laying  out  grounds,  recreational  facilities, 
athletic  fields,  playgrounds,  swimming  pools, 
etc.;  water  supply  and  plumbing;  sewage 
disposal;  heating  and  ventilating;  lighting: 
cleaning;  furniture  and  equipment;  inspec- 
tion of  food  supply,  confections,  and  restau- 
rant; curriculum;  number  of  hours  carried 
by  the  individual  student;  schedule  hours; 
length  of  periods;  se(|uence  of  periods;  in- 
termissions; lunch  period;  preparation  for 
class  requirements;  examinations;  supervi- 
sion of  social  life;  entertainment;  recreation. 


87 

Cun^icular  and  extra  curricular  activities^  provisions,  and  require- 
ments in  hygiene — Continued, 
{a)   Program  for  all  students — Continued, 

(4)  Protective  and  preventive  hygiene — Continued. 

b.  Preventive  hygiene.  Regulations  governing 
possible  exposure ;  infection ;  immunization ; 
destruction  of  insect  breeding  and  feeding 
places ;  identification  and  care  of  disease  car- 
riers, particularly  tuberculosis,  gonorrhea, 
typhoid,  and  sj^philis. 

(5)  Constructive    hygiene.      Provisions    and    require- 

ments governing — 

a.  Student  nourishment, 

b.  Water  and  air, 

c.  Care  of  excretions. 

cl.  Work,  play,  recreation,  and  athletics, 
e.  Rest. 
{h)   Program  for  the  instruction  and  training  of  students  pre- 
paring to  teach. 

(1)  Same  as  program  for  all  students.     See  («)  above. 

(2)  Instruction  in  the  methods  of  teaching  or  supervis- 

ing hygiene  in  each  of  the  subdivisions  of  that 
subject  that  may  be  required  of  any  teacher. 
Games,  play,  relief  drills,  classroom  inspections, 
classroom  instruction  in  hygiene. 

(3)  Experience  with  physical  training  activities  of  the 

classroom,   playroom,   and   playground   and   the 
direction  and  administration  of  these  activities, 
(c)   Program  for  the  instruction  and  training  of  students  pre- 
paring to  teach  hygiene. 

(1)  Program  for  all  students  as  outlined  in  («)  above. 

(2)  Training  in  methods  of  teaching,  supervising,  and 

administering;  classroom  instruction  in  hygiene; 
physical  training  (games,  play,  recreation,  and 
athletics)  ;  health  examinations;  conferences  and 
consultations;  sanitary  surveys  and  inspections. 

(3)  Instruction  in  the  elements  of  the  several  sciences 

that  are  fundamental  to  hygiene  :  (a)  Physiology ; 
{h)  anatomy;  (c)  parasitology;  (r/)  general 
pathology;  {e)  psychology;  (/)  sociology;  {g) 
economics. 

(4)  Value  of  medical  training  and  the  training  of  the 

nurse  in  the  preparation  of  the  supervisor  or  di- 
rector of  hygiene. 


3.  Cxirricular  and  extra  cinricular  activities,  provisions,  and  require- 
ments i?i  hyejiene — Continued. 

(c)   Program  for  the  instruction  and  training  of  students  pre- 
paring to  teach  hygiene—  Continued, 
"s  (5)   Eequisite  practical  preparation  in  physical  train- 

ing.    Seasoning  and  conditioning  experience  with 
,  common  games  and  sports,  gjmmastics  and  aqua- 
tics. 

IV.  OCCUPATIONAL  HYGIENE. 

1.  General  sanitation  of  places  of  -work — factory,  store,  shop,  office, 

etc. 

{a)  Location,  exposure,  drainage,  surroundings,  neighbor- 
hood, freedom  from  nuisances,  water  supply,  sewage, 
community  protection  (health,  fire,  police,  etc.). 

{h)  Construction  and  equipment:  Room,  window,  space,  sun- 
shine, fire  protection,  ventilation,  heat,  illiunination, 
water,  supply,  sewage,  garbage,  general  safety  construc- 
tions and  appliances,  bathing  facilities,  lunch  rooms, 
lockgr  rooms,  dressing  rooms,  rest  rooms,  provision  for 
recreation  (indoor,  roof,  yard),  emergency  rooms  and 
equipment,  assembl}^  rooms  for  health  talks  or  enter- 
tainment. 

2.  Special  occupational  health  hazards'  and  their  control. 

(a)  Sedentary  occupations:  Importance  of  periods  for  relief 
drills  and  for  Adgorous  recreation. 

(Ij)  Hard  labor:  Value  of  rest  at  appropriate  intervals,  rela- 
tion of  fatigue  to  efficiency. 

(c)  Long  hours,  monotonj^,  bad  posture. 

(d)  Sex  hazards  in  certain  occupations. 

(e)  Sources  of  special  occupational  injuries: 

(1)  Sources  of  mechanical  injury;  industrial  machin- 

er}^,  transportation,  mining,  manufacturing,  etc.  ; 
safety  devices. 

(2)  Physical   agents  that   cause  injury  to   workmen; 

electricity,  heat  (fire,  steam,  furnace  work),  light, 
extreme  variations  in  atmospheric  pressure ;  safe- 
guards. Empliasize  particularly  resuscitation 
after  electric  shock. 

(3)  Sources  of  chemical  injury;  industries  involving 

use  of  lead,  nitrate  of  mercury,  wood  alcohol, 
and  other  chemical  poisons;  precautions;  com- 
binations of  mechanical,  chemical,  and  physical 
agents. 


89 

2.  Special  occupational  health  hanaicU  and  their  control — Continued. 

(e)   Sources  of  special  occupational  injuries — Continued. 

(4)  Smoke,  dust,  gases,  fumes,  sewers,  inhalation,  in- 

gestion, absorption,  and  inoculation. 

( 5 )  Pathogens  common  in  special  occupations. 

(6)  Physiological  activities;  emotional  excesses  (worry, 

apprehension,   nervous   tension,   etc.,   neuromus- 
cular excesses,  writer's  cramp)  ;  postural  habits. 

3.  Home  hygiene  and  sanitation  of  workers. 

(a)  Importance  of  the  home  habits  and  the  leisure  habits  of 
the  workers.  Difficulty  of  providing  satisfactory  home 
hygiene  for  the  worker. 

(&)  Eeview  rapidly  the  main  facts  of  domestic  hygiene  (see 
preceding  term's  outline). 

(c)  Emphasize:  Habits  of  health  information;  habits  of 
health  examination;  habits  of  health  protection;  and 
habits  of  adequate  nourishment,  effective  excretion,  pro- 
ductive work,  stimulating  exercise,  attractive  recreation 
and  play,  and  satisfying  rest. 

4.  Social  life  of  the  tvorker,  its  hecdth  hazards  and  safeguards. 

5.  Standards  of  hygiene  and  prrograins  for  the  xoorhing  group. 

(a)  The  health  of  a  whole  group  depends  very  much  upon  the 
Jiealth  of  each  member  within  the  group,  and  the  health 
habits  of  the  grou]3  must  govern  largely  the  health  of 
each  individual  in  it. 

(h)  For  this  and  for  other  reasons  the  employer  of  workers 
should  provide  the  sanitary  and  safe  surroundings  out- 
lined above  in  paragraphs  1  and  2.    Review, 

(c)  The  clay's  program  of  work  should  provide  opportunity 
for  the  practice  of  wise  health  habits;  health  talks  for 
employees;  health  examination  and  health  care  for  the 
worker;  welfare  departments,  the  lunch  period,  place 
and  preparation  in  relation  to  the  ingestion  of  chemical 
poisons  (lead  workers,  etc.)  ;  special  importance  of 
rules  for  bathing  in  some  occupations;  serious  impor- 
tance of  extreme  care  of  excretions  in  such  occupations 
as  bread  making,  food  handling,  refreshment  serving; 
rest  periods  and  periods  for  recreation  and  games. 

6.  Individual  hygiene  of  the  worker:  Informational  hygiene  (includ- 

ing literature  and  health  examinations),  the  hygiene  of  correc- 
tion and  repair,  protective  hygiene,  constructive  hygiene.  Occu- 
pation not  infrequently  becomes  a  contributory  cause  of  poor 
health.  On  the  other  hand,  alcohol,  sj^^hilis,  gonorrhea,  hook- 
worm, malaria,  etc.,  very  often  cause  poor  work  or  make  the 
worker  unfit  to  hold  his  job. 


90 

7.  Special  consideration  involved  in  child  Jabor^  woman  laboi\  and 

the  IciboT  of  older  men. 
S.-  Consideratwn   of  special  type  occupations.^  their  health  hazards 

and.  safeguards.     (Occupations  should  be  selected  for  analysis 

and  discussion  that  are  common  in  the  community  to  which  the 

school  belongs  or  in  which  the  student  lives.) 

V.  INSTITUTIONAL   HYGIENE. 

1.  Types  of  institutions  included: 

,  (a)  Institutions  for  the  care  of  the  acutely  and  chronically 
sick  who  may  be  cured,  e.  g.,  hospitals,  general  and 
special. 
(5)  Institutions  for  the  incurable,  e.  g.,  homes  or  schools  for 
the  blind,  deaf  and  dumb,  the  crippled,  and  the  feeble- 
minded. Sanitaria  and  convalescent  homes  for  ad- 
vanced tuberculous  patients.  Hospitals  for  the  insane, 
etc. 

(c)  Institutions   for   the    delinquent    and   incorrigible,   e.    g., 

reform  schools,  houses  of  correction,  reformatories. 

(d)  Institutions  for  the  confinement  of  offenders  against  law 

and  order,  e.  g.,  the  jail  and  the  prison. 

(e)  Institutions  for  the  poor  and  the  homeless,  e.  g.,  the  orphan 

asylum,  the  foundlings'  home,  the  poor  farm. 

2.  The  planning  of  an  institutiort: 

{a)  The  commission  or  board  concerned  with  making  such 
plans  should  have  as  ti  part  of  its  membership  at  least 
men  and  women  whose  practical  experience  has  given 
them  direct  and  intimate  contact  with  the  general  and 
special  needs  of  the  institution  of  the  type  that  is  to  be 
planned. 

{h)  The  type  and  details  of  plans  must  be  suitable  for  the  pur- 
poses of  the  institution. 

(c)  The  large  building  with  great  wards  compared  with  the 
group  of  small  buildings  on  the  "  cottage  plan."  Utili- 
ties of  each  plan. 

3.  The  operating  staff. — The  selection  of  personnel.     The  importance 

of  health,  experience,  personality,  and  ability  to  do  well  the 
work  laid  out. 

4.  Construction  and  equipment. 

(a)  Material  used  in  construction. 

(/>)  Type,  size,  and  number  of  rooms  for:  Administration,  in- 
mates, employees,  sleeping  rooms,  instruction,  play,  rec- 
reation and  entertainment,  work  and  occupation,  care 


91 

4.  Construction  and  equipment — Continued. 

(?>)   Type,  size,  and  number  of  rooms  for — Continued. 

and  treatment,  convalescence,  bathing,  preparation  of 
meals,  serving  of  meals,  restrictive  confinement  in  its 
various  degrees,  and  for  leisure  time. 

(c)  Illumination.  (See  discussion  in  syllabus  of  school  hygiene 
or  domestic  hygiene.)  Special  needs  of  different  types 
of  institution,  e.  g.,  institutions  for  the  blind  or  for  the 
insane. 

{d)  Heating  and  ventilating.  (See  syllabus  on  school  hygiene 
or  domestic  hygiene.)  Precautions  necessary  for  irre- 
sponsible, homicidal,  suicidal,  or  malicious  inmates. 

(e)  Cleaning.  (See  discussion  in  syllabus  on  school  hygiene 
and  syllabus  on  domestic  hygiene.)  Special  considera- 
tion necessary  in  connection  with  institutions  that  care 
for  inmates  of  low  grade  intelligence,  malicious  habits, 
and  with  certain  diseases. 

(/)  Central  power  house  or  plant  for  illuminating,  heating, 
ventilating,  vacuum  system,  and  electrical  power. 

{(/)  Bathing  facilities  specially  devised  for  the  particular  type 
of  institution  concerned.  Dangers  of  steam  and  hot 
water  with  the  crippled  and  helpless.  Importance  of 
provisions  for  supervised  bathing. 

(A)  Disposal  of  excretions.  Provisions  for  the  normal  inmate 
and  for  the  hel^Dless  inmate. 

(i)  Porches,  sun  parlors,  roof  parlors,  and  accommodations  for 
play,  games,  and  entertainment. 

{])  Yard  and  grounds.  Play  space,  athletic  field,  garden, 
farm,  dairy,  etc.  Yard  and  grounds  and  farm  build- 
ings. Barn,  green  houses,  garage,  tool  house,  work 
house,  warehouse,  milk  room,  chicken  house,  etc.  Im- 
portance of  sanitary  and  hygienic  arrangements  and 
supervision  over  these  buildings. 

5.  Furniture.     Fitted  for  the  special  purpose  of  the  institution  and 

for  the  individual  requirements  of  the  inmates.     Plain  and 
durable.     Postural  considerations. 

6.  Inqwrtance  of  cheerful  and  attractive  surroundings  in   the  sev- 

eral types  of  institution. 

7.  Educational  and  informational  hygiene  in-  the  institution. 

{a)  In  institutions  in  which  an  educational  program  is  carried 
out,  the  principles  of  educational  hygiene  apply  as  they 
do  in  the  school. 


92 

7.  Educational  and  infoimational  hygiene  in  the  institution — Con. 

{h)   Some   form   of   educational   and   informational   hygiene 
could  be  eifectivelv  given  in  all  institutions  in  which  the 
inmates  are  not  mentally  incapacitated.     The  orphan's 
home,  the  school  for  the  blind,  the  deaf  and  dumb,  and 
">  for  the  crippled  may  present  the  hygienic  problems  of 

the  normal  or  nearly  normal  child.  The  sanitarium 
calls  for  education  and  information  connected  with  the 
.  defensive  hygiene  of  tuberculosis  or  some  other  health 
injury  responsible  for  the  presence  of  the  individual  in 
the  institution.  The  reformatory,  the  jail,  and  the 
penitentiary  contain  inmates  who  are  in  a  large  per- 
centage of  cases  victims  of  venereal  disease  and  of 
vicious  sex  habits.  Their  instruction  and  information 
concerning  the  causes,  carriers,  injuries,  and  defenses  of 
syphilis,  gonorrhea,  and  chancroid  is  both  logical  and 
important. 

8.  Food  supply  for  the  institution.     Balanced  diet.     Food  inspec- 

tion. Good  cooking.  Habits  of  eating.  Importance  of  cheer- 
ful, pleasing  influences  at  meal  time. 

9.  Care  of  excretions. 

10.  Provisions  and,  program  for  games  and  play.     Entertainment. 

athletics. 

11.  Work  of  inmates  and  its  relation  to  health  and  to  future  economic 

independence. 

12.  Protective  and  preventive  hygiene  in  institutions. 

13.  Sj)ecial  provisions  for  remedied  hygiene  for  recuperation  and  re- 

habUitation.  Developed  to  the  greatest  extent  in  the  general 
and  special  hospital. 

14.  Relations  hetv^een  the  institution  and  the  puMic.    Obligation  of 

the  institution  to  do  everything  it  reasonabh^  can  to  return  its 
inmates  to  community  life  and  health,  and  able  to  do  some- 
thing toward  self-support. 

REFERENCES. 

DOMESTIC   HYGIEXr. 


Author. 

Title. 

Publisher. 

Adams 

The  Health  :Nraster 

Overcrowding  and  DefectiA'e  Hous- 
ing. 

Sanitation  of  a  Country  Home 

Home  and  Commiinitv  Hygiene 

Home  Tare  of  Sirk  Children 

The  Care  of  the  Sick  Room 

Children  ir.  Health  and  Disease 

Health  on  the  Farm 

- 
Houghton  MifHJn  Co. 
John  Wiley  &  Sons. 

Do. 
' .  15;  Lippjrxott  Co. 
D.  Appleton  &  Co. 
Harvard    University 

Press. 
F.  Blakiston's  Son  &  Co. 
Sturgis  &  Walton  Co. 

Bashore 

Do 

Broaclhurst 

Coolii'j^e 

Cutler: 

Fors-'th 

Harris 

93 


References — Continued. 
DOMESTIC  HYGIENE— Continued. 


Author. 


Harrison.  . 

Holt 

Do.... 
O'Donnell. 


Osborne 

Richards. . . 
Solis-Cohen , 

Starr 

Strong 

Talbot 

Do 

^Yinslo^v. . . . 


Title. 


Home  Nursing 

Tlie  Care  an.d  Feeding  of  Children. 
Diseases  of  Infancy  and  Childhood. 
The  Family  Food . ." 

The  Family  House 

Home  Sanitation 

The  Family  Health 

Hygiene  of  the  Nn  rsery 

Home  Hygiene  and  Care  of  the  Sick. 

House  Sanitation - 

do - 

The  Home  Medical  Ad^dsor 


Publisher. 


The  MacMillan  Co. 
D.  Appleton&  Co. 

Do. 
The     Penn     Publishing 

bo. 

Whitcomb  &  Barrows. 
Penn  Publishing  Co. 
P.  Blakiston's  Son  &  Co. 

Do. 
Thomas  Todd  &  Co. 
Vv  hit  comb  &  Barrows. 
D.  Appleton  &  Co. 


SCHOOL   HYGIENE. 


Andress 

Ayers 

Do 

Bancroft 

Bryant 

Burgenstein.  . . 

Chancellor 

Burk 

Cole-Ernst 

Cornell 

Doty 

Dressier 

Hoag-Terman, . 
K  elly-B  r  ad  shaw 
Xeumeyer 

Putnam 

Rapeer 

Shaw 

Struthers 

Terman 


Health  Education  in  Rural  Schools. 

Open  Air  Schools 

Healthful  Schools _. 

The  Posture  of  School  Children 

School  Feeding 

School  Hygiene 

Health  of  the  Teacher 

Health  and  the  School 

First  Aid  for  Boys ■« . 

Health  and  Medical  Inspection   of 

School  Children. 

Prompt  Aid  to  the  Injured 

School  Hygiene 

Health  Work  in  the  Schools 

Handbook  for  School  Nurses 

Medical  and  Sanitary  Inspection  of 

Schools. 
School  Janitors 


Educational  Hygiene 

School  Hygiene 

The  School  Nurse 

Hygiene  of  the  School  Child . 


Houghton  MifHin  Co. 
Doubleday,  Page  &  Co. 
Houghton  Miffi in  Co. 
The  MacMillan  Co. 
,T.  B.  Lippincott  Co. 
F.  A.  Stokes  &  Co. 
Forbes  &  Co. 
D.  Appleton  &  Co. 
Do. 

F.  A.  DaAis  Co. 

D.  Appleton  &  Co. 
The  MacMillan  Co. 
Hoi  ghton  Miff  in  Co. 
The  MacMillan  Co. 
Lea  &  Febiger. 

Press  American  Acad- 
emy of  Medicine, 
Easton,  Pa. 

Chas.  Scribner's  Sons. 

The  MacMillan  Co. 

G.  P.  Putnam's  Sons. 
Houghton  Mifflin  Co. 


OCCUPATIONAL   HYGIENE. 


Dulles 

Accidents  and  Emergencies 

P.  Blakiston's  Son  &  Co. 

Kober-Hanson . 

Diseases  of    Occupation    and  Voca- 
tional Hygiene. 

Do. 

Lee 

The  Human  Machine  and  Industrial 
Efficiency. 

Longmans,  Green  &  Co. 

Lynch.. 

Special  First  Aid  Editions:  Miners, 
Police,  Firemen,  Railroad,  Women. 

P.  Blakiston's- Son  &  Co. 

Price 

The  Modern  Factory 

John  Wiley  &  Sons. 

Thompson 

The  Occupational  Diseases 

D.  Appleton  &  Co. 

Tolmai: 

Hygiene  for  the  Worker 

American  Book  Co. 

Wright 

Industrial  Nursing    

The  MacMillan  Co. 

94 

References — Continued. 

INSTITUTIONAL   HYGIENE. 


Author. 

Title. 

Publisher. 

Elias(?ii 

First  Aid  in  Emergencies 

Samtation  of  Public  Buildings 

Feeblemindedness 

J.  B.  Lippincott  Co. 
John  Wilev  &  Sons. 
The  ]\IacMillan  Co 

Gerhard 

Goddard 

Mclsaac 

Hvgiene  for  Xurses 

Do. 

McKenzie 

Mnmey 

Worcester 

Exercise  in  Education  and  Medicine . 

Hygiene  for  Nurses 

Small  Hospitals,  Establishment  and 
Maintenance. 

W.  B.  Saunders  Co. 
C.  B.  Mosby  Co. 
John  Wiley  &  Sons. 

FUBLICATIOXS    THAT    MAY    BE    SECURED    THROUGH    THE    UNITED    STATES 
PUBLIC    HEALTH    SERVICE.    WASHINGTON,    D.    C. 

DOMESTIC  HYGIENE. 

Rep.  504.  The  Treatment  of  Sewage  from  Single  Houses  and  Small  Communi- 
ties.   By  Earl  B.  Phelps.    Feb.  14,  1919. 

SCHOOL  HYGIENE. 

P.  H.  B.  58.  Open-air  Schools  for  the  Cure  and  Prevention  of  Tuberculosis 
among  Cmidren.     By  B.   S.  Warren.  •  October,  1912. 

\.  D.  B.  7.  The  Problem  of  Sex  Education  in  the  Schools.  A  Pamphlet  for 
Educator.^. 


OCCUPATIONAL  HYGIENE. 

Rep.  499.  Code  of  Lighting  for  Factories,  Mills,  and  Other  W^ork  Places. 
Report  of  the  Divisional  Committee  on  Lighting,  Section  on 
Sanitation,  Committee  on  Welfare  Work  of  the  Committee  on 
Labor,  Advisory  Commission,  Council  of  National  Defense. 
Jan.  24,  1919. 

P.  H.  B.  73.  Tuberculosis  among  Industrial  Workers :  Report  of  an  Investiga- 
tion made  in  Cincinnati,  with  Special  Reference  to  Predisposing 
Causes.  By  D.  E.  Robinson  and  J.  G.  Wilson.  March,  1916. 
Revised,  March,  1919. 


95 


PT7BLICATI0XS   THAT  MAY  BE    SECURED   THROUGH   THE   AMERICAN    SOCIAI^ 
HTGIEXE  ASSOCIATION,   10  5  WEST  FORTIETH   STREET,  NEW   YORK  CITY. 

DOMESTIC  HYGIENE. 


Bill.  No. 


■Title. 


Author. 


41 
60 
63 
181 
187 
203 
217 
221 
248 


Home  and  Community 

The  Mother's  Reply. '. Xellie  M.  Smith,  A.  M. 

Friend  or  Enemv M.  J.  Exner,  M.  D. 

The  Giii's  Part ." ; :  Dr.  Mabel  S.  Ulrich. 

Prudery  and  the  Cliild W.  M.  Gallichan. 

The  Boy  Problem :  P.  A.' Morrow. 

"\Mien  and  How  to  Tell  the  Children [ 

Sex  Education  in  the  Home  and  High  School '  James  E.  Peabody. 

Child  Questions  and  Their  Answers Helen  W.  BroAvn. 


SCHOOL  HYGIENE. 


107  j  Responsibility  of  the  Dean  of  Women  for  Sex     Louise  F.  Bro-wn. 

Education. 
221  I  Sex  Education  in  the  Home  and  High  School James  E.  Peabody, 


OCCUPATIONAL  HYGIENE. 


225  I  Outline  of  Plan  (Industrial  Program) 

227  I  Pamphlet,  '-For  Girls  " 

228  I  Pamphlet,    "'Facts  about  Venereal  Diseases  for 
I  Men." 

229  i  Pamphlet,  "Qaestions  and  Answers  for  Girls" 


Division  2.— SYLLABUS  ON  SPECIAL  INTERGROUP 

HYGIENE. 


1.  RURAL  HYGIENE. 

1.  Rural  educational  hygiene. 

{a)   Important     habits     of     self -information,     of     defensive 

hj^giene,  and  of  constructire  hygiene  that  should  be 

taught  in  rural  communities. 
(&)  The  country  medical  practitioner  as  a  teacher  of  hygiene. 
{c)  The  rural  health  nurse  as  a  teacher  in  the  home. 
{d)  The  rural  school  and  educational  hygiene, 
(e)   State  educational  agencies  in  rural  communities. 
(/)   Federal  agencies  in  rural  communities. 
{g)  Local,  State,  and  National  organizations,  associations,  and 

societies    that    are    concerned    with    rural    educational 

hygiene. 


96 

2.  Rural  informational  hygiene. — Intimatelj^  associated  with  educa- 

tional hj'-giene.  Informational  hygiene  is  too  frequently  called 
educational  hygiene,  but  distinct  separation  is  not  always 
possible. 

(a)   Local  tradition  is  the  source  of  much  superstition,  mis- 
5  information,  and  lack  of  information. 

(&)   Local    surveys,    investigations,    and    inspections.      Made 
by  local  agencies,  State  agencies,  and  National  agencies, 
(c)   Literature,  reports,  bulletins,  etc. 

(1)  Issued    by    county,    State,    or    National    govern- 
.    mental  agencies  in  the  interests  of  rural  hygiene. 

(2)  Issued  by  State  or  National  organizations  or  societies 

that  are  concerned  with  special  phases  of  rural 
hygiene. 
(fZ)   Lectures,  conferences,  and  so  on  from  local,  county,  State, 
or  Federal  agencies  concerned  with  the  acquisition  and 
conservation  of  health, 
(e)  Vital  statistics.     Reportable  diseases,  births,  deaths. 

3.  Rural  defensive  hygiene. 

(a)  Hygiene  of  the   farm.     (See   syllabus   on   domestic   and 
home  hygiene.) 

(1)  The     farmhouse.       Site;     location;     construction; 

rooms  and  their  relations;  illumination,  natural 
and  artificial;  ventilation,  natural  and  artificial; 
heating;  cleaning;  water  supply;  sewage  and 
sewage  disposal;  bathing. 

(2)  The  barn,  the  dairy,  and  other  farmhouses.     Rela- 

tion to  each  other  and  to  the  living  house ;  clean- 
liness ;  care  of  animals ;  care  of  milk ;  relation  to 
the  well;  spring;  removal  of  manure,  etc. 

(3)  Fire  protection. 

(h)  Rural  school  as  an  agency  in  defensive  hygiene.     (See  syl- 
labus on  school  hygiene.) 

(1)  The  present-day  status  of  the  rural  school,  rural 

teacher,  the  rural  pupil.  The  need  for  better 
schools,  better  trained  teachers,  longer  school 
terms,  and  for  better  provision  for  instructional 
hygiene  in  rural  communities. 

(2)  The  rural  school  versus  the  graded  rural  union 

school. 

(3)  Modifications  necessary  to  adapt  curricula  on  hy- 

giene to  meet  the  needs  of  the  smaller  rural 
schools  in  spite  of  their  limitations  in  size  and 
material  resources. 


97 

3.  Rural  defensive  hygiene — Continued. 

(/>)   Eural  school  as  an  agency  in  defensive  hygiene — Contd. 

(4)  Provisions  for  the  better  preparation  in  liygiene  of 

the  rural  teacher. 

(5)  Need  for  greater  facilities  for  play,  recreation,  ath- 

letics, and  other  physical  training  activities  in. 
rural  schools, 
(c)  Kural  health  officer  as  an  agent  of  defensive  hygiene.    The 
rural  board  of  health. 

(1)  Functions  in  relation  to  the  health  defense  of  the 

rural  community :  Search  for,  identify,  take 
proper  care  of  foci  infection,  carriers  of  disease, 
and  probable  source  of  health  injury.  Vital  sta- 
tistics. Quarantine.  Kegulation  of  medical  prac- 
tice, the  practice  of  the  nurse,  the  midwife. 

(2)  The  safeguarding  of  streams,  springs,  and  wells  for 

the  protection  of  the  water  supply.  Elimination 
of  insanitary  privies,  control  of  soil  pollution. 
Control  of  the  breeding  and  feeding  places  of 
liies,  mosquitoes,  and  other  insects.  Supervision 
of  diseased  animals.    Problem  of  human  carriers. 

(3)  Supervision  of  dairies,  slaughter-houses,  etc. 

(4)  Law  enforcement  in  relation  to  communities.    De- 

tention, quarantine,  isolation,  and  commitment  to 

institutions. 
{d)  The  rural  nurse  as  an  agent  of  defensive  hygiene. 
(e)  Defenses  of  rural  water  supply. 

(1)  Protection  of  streams  and  springs. 

(2)  The  construction  of  special  water  supply.    The  pro- 

tection of  watershed.     Regu^lar  examinations  of 
water  for  drinking  purposes.    Treatment  of  water 
in  case  of  pollution  or  infection. 
(/)  Rural  sewage  and  intergroup  defensive  hj^giene.    The  pol- 
lution of  streams  and  lakes,  construction  and  care  of 
cesspools,  rural  sewer  systems,  purification  of  sewage. 
{g)   Rural  garbage  and  refuse.     Its  collection  and  disposal. 

Economic  problems  involved. 
(A)  Rural  hospital,  clinic,  and  emergenc}^  service.  Local, 
rural  community  usually  without  sufficient  resource 
with  which  to  meet  the  expense  of  this  agency  of  de- 
fensive hygiene.  Need  of  help  from  the  larger  com- 
binations of  groups,  i.  e.,  county,  State,  or  National 
Government. 

205S— 20 7 


98 

3.  Rural  defensive  hygiene — Continued. 

{i)    Rural  care  of  mental  cases:  Crippled,  orphan,  blind,  deaf 

and  dumb,  homeless,  and  poor. 
(_/')    Intergroup  programs  of  defenses  against   certain  more 

important  diseases  common  in  rural  communities. 

(1)  Typhoid  fever. 

(2)  Tuberculosis. 

(3)  Gonorrhea  and  syphilis, 
(•i)   Hookworm. 

(5)  Pellagra. 

(6)  Malaria  and  yellow  fever. 

4.  Rural  constructive  hygiene. 

{a)   Rural  food  supply.    Rural  nutrition. 

{l>)   Rural  provision  and  custom  in  relation  to  play,  games, 

recreation,  and  athletics. 
{c)   Rural  work. 
{d,)   Rural  rest. 

5.  EniphaBis  of  the  usual  insufficiency  of  the  local  rural  resource  to 

meet  the  needs  of  the  rural' commumty  for  better  education^  bet- 
ter information^  l>etter  protection.,  and  better  opportunities  for 
the  acquisition  and  consercation  of  health.  State  the  mental 
obligation  and  responsibilities  of  larger  units ;  the  county.  State, 
or  National  Governments  to  spend  public  money  and  apply 
expert  public  service  for  the  support  of  those  localities  that  are 
unable  to  supply  such  resources  themselves. 

II.  CITY  OR  MUNICIPAL  HYGIENE. 

1.  Provision  for  educational  hygiene. 

(a)  Municipal  agencies  that  are  related  to  educational  hygiene 
in  the  home.  The  neighborhood  nurse.  The  school 
nurse.  "  Classes  "  for  prospective  mothers.  Mothers' 
classes.  Infant  feeding  stations,  and  so  on, 
{b)  Public  lectures,  talks,  conferences,  demonstrations  on  gen- 
eral and  special  health  subjects  carried  on  by  the  depart- 
ment of  health,  department  of  education;  extension 
courses  in  universities  and  by  local  societies  and  organi- 
zations. 

(c)  School   curricula    on   hygiene,   physical   education,   and 

physical  training. 

(d)  School  medical  inspection  as  a  factor  in  educational  hy- 

giene. 

(e)  Special  health  educational  measures  for  working  people. 


99 

2.  Prorision  for  inforviational  hygiene.    ■ 

(a)  Appropriations  for  service,  investigations,  inspections, 
and  reports  for  the  control  of  such  things  as  infantile 
paralysis,  typhoid  fever,  influenza,  prostitution,  and 
so  on. 

{!))   Establishment  and  support  of  research  laboratories. 

(c)  Economic,    sociologic,    psychological,    and    medical    re- 

searches for  information  on  health. 

(d)  Vital  statistics. 

(e)  Health  examinations  in  schools,  hospitals,  clinics,  and  the 

great  insurance  companies. 
(/)  Distribution  of  information  secured  through  («),  (&), 
(c),  (d),  and  (e) ,  above;  and  secured  also  from  special 
agencies  outside  the  community.  Importance  of  litera- 
ture, lectures,  conferences,  demonstrations,  moving  pic- 
tures, and  so  on. 

3.  Discussion  of  municipal  jjroiyisions   and  agencies  for  defensive 

hijgiene.  (Protective  hygiene,  preventive  hygiene,  remedial  and 
aggressive  hygiene.) 

(«)  Laws,  ordinances,  and  regulations  governing  buildings — 
the  material,  structure,  their  size,  height,  location,  con- 
struction, ventilation,  illumination,  heating,  plumbing, 
sewage  service,  cleaning,  size  of  rooms,  congestion,  and 
so  on. 

{b)  Organization  and  functions  of  a  municipal  department  of 
health. 

(c)  Municipal  control  of  milk  supply,  slaughter-houses,  and 
other  sources  of  food  supply. 

{d)  City  defensive  hygiene  in  the  regulation  of  transportation 
agencies :  Street  cars,  trains,  subways,  elevated  trains, 
ferryboats,  passenger  trains,  and  boats. 

{e)   The  defensive  hygiene  of  city  traffic  regulations. 

{/)   Municipal  street  cleaning. 

{g)  City  sewage  systems. 

(A)   City  illumination — park  and  public  places. 

{i)   City  water  supply. 

{j)   Fire  protection. 

{k)   Police  protection---enforcement  of  municipal  health  laws. 

(Z)   Garbage  and  refuse  disposal. 

(m)  Kegidations  of  smoke,  noise,  fumes,  odors,  and  other 
nuisances. 

{n)  Organization  and  health-defending  functions  of  city  hos- 
pitals, clinics,  detention  homes,  and  so  on. 


100 

3.  Discussion  of  municipal  jjro visions   artel  agencies  for  defensive 

hygiene — Continued. 

{o)  City  institutions,  orphans'  homes,  houses  of  correction, 
reformatories,  and  other  city  institutions  concerned  with 
the  defense  of  human  life  and  health. 
,  {p)  Aggressive  municipal  hygiene.  Special  city  programs 
for  the  control  or  eradication  of  certain  diseases,  e.  g., 
malaria,  typhoid  fever,  yellow  fever,  syphilis  and  gon- 
orrhea, smallpox,  infantile  paralysis,  influenza.  Pro- 
grams for  the  control  of  malnutrition,  for  the  control 
of  occupational  diseases,  and  for  the  control  of  acci- 
dents. 

4.  Discussion  of  village^  city-,  or  municipal  constructive  hygiene. 

(a)  Community  influence  on  adequate  food  supply  and  nour- 
ishment— 

(1)  Regulation  of  transportation  facilities. 

(2)  Regulation  of  hours  of  labor,  lunch  period. 

(3)  Municipal  wages. 

(&)  Parks,  playgrounds,  recreational  centers,  etc.,  in  relation 
to  the  play,  games,  recreation,  athletics,  and  entertain- 
ment of  the  community. 

(c)  School  activities  in  constructive  hygiene.  School  play- 
grounds, games,  athletics,  physical  training. 

(cl)  College  and  university  provisions. 

(e)  Athletic  clubs  and  other  community  recreational  organi- 
zations. 

(/)  Other  city  club  or  municipal  agencies  concerned  with 
recreation,  play,  athletics,  and  healthful  entertainment. 

(g)  Municipal  control  of  noise  and  other  rest-disturbing  fac- 
tors. 

5.  IntercomjmMnity  hygiene.     Problems  that  arise  between  villages 

and  between  cities.  Water  supply,  sewage  disposal,  smoke, 
odors,  and  fumes.  Common  streams,  lakes,  and  water  fronts; 
interurban  transportation ;  quarantine ;  the  city  and  the  sub- 
urbs; travel. 

III.  STATE  HYGIENE— HYGIENE  OF  THE  COMMONWEALTH. 

1.  Lef/isldfive  hasis  of  official  State  activities  and  requirements  in 
educational.,  informational^  protective.,  preventive.,  remedied.,  ag- 
gressive, constructive.,  and  reconstructive  hygiene. 


101 

2.  Educational  hygiene  of  the  State. 

{a)  Provisions  for  educational  hygiene  under  the  State  educa- 
tional law.  Requirements  in  hygiene,  physical  educa- 
tion, and  medical  inspection.  Applications  to  elemen- 
tary and  secondary  schools— public,  institutional,  pri- 
vate— colleges  and  universities.  Special  laws  of  New 
York,  California,  and  New  Jersey. 

(b)  Regulations  of  the  State  department  of  education.     See 

programs  and  syllabi  on  hygiene,  physical  education, 
and  so  on— State  of  Xew  York,  California,  New  Jersey, 
Indiana,  Michigan,  Virginia,  Rhode  Island,  and  Nevada. 

(c)  Provisions  for  educational  hygiene  in  State  health  laws. 

Requirements  and  regulations  of  the  State  department 
of  health. 

(d)  Educational  hygiene  in  other  divisions  of  the  State  gov- 

ernment. 

(e)  Programs  of  educational  hygiene  developed  by  State  so- 

cieties, organizations,  and  associations. 

3.  Informational  hygiene  of  the  State. 

(a)   Agencies  for  the  acquisition  of  information. 

(1)  Special  investigations,  inspections,  and  examina- 

tions.     Special    functions    of    departments    of 
health. 

(2)  Special  research  commission. 

(3)  Laboratories  for  scientific  investigations:  Depart- 

ments of  health,  colleges,  medical  schools,  etc. 
(h)  Agencies  for  the  distribution  of  information. 

(1)   State  departments  of  health,  schools,  colleges,  uni- 
versities, and  public  organizations. 

4.  Defensive  hygiene  of  the  -S'z'a^e.— Organization  and  functions  of 

agencies  concerned  with  protective,  preventive,  remedial,  and. 
aggressive  hygiene. 

{a)  Organization  and  functions  of  the  State  department  of 
health. 

(&)  Organization  and  functions  of  the  elementary  schools  and 
higher  educational  institutions  of  the  State  in  relation 
to  defensive  hygiene.  The  State  department  of  education. 

(c)  Organization  and  functions  of  certain  State  institutions 
concerned  with  defensive  hygiene.  Hospitals,  clinics, 
reformatories. 

{d)  Organization  and  relevant  functions  of  certain  State 
boards  and  commissions  that  are  concerned  with  de- 
fensive hygiene.  The  public  service  commission.  Com- 
mission on  highways,  waterways,  canals,  conservation 
of  food,  industrial  relations,  and  so  on. 


102 

4.  Defensive  hygiene  of  the  State — Continued. 

{e)  State  police  and  otlier  laAA'-enforcement  agencies. 

(/)  Important  voluntaiy  agencies.  Medical  societies,  religious 
organizations,  educational  societies,  civic  leagues,  busi- 
ness men's  leagues,  labor  unions,  special  health  societies. 

{g)  Special  aggressive  programs.  Law-enforcement  commit- 
,  •  tees    and    commissions.     Campaigns    against    typhoid 

fever,  hookworm,  influenza,  syphilis  and  gonorrhea, 
malaria,  and  so  on. 

5.  The  constructive  hygiene  of  the  State: 

{a)  The  beneficial  control  and  improvement  of  civilian  nutri- 
tion by  the  State  or  by  agencies  that  influence  the  State. 

{h)  State  parks,  playgrounds,  and  highways  as  recreational 
provisions. 

(c)  State  control  of  hours  of  labor — the  eight-hour  day  in  rela- 
tion to  constructive  hj^giene. 

6.  Reconstructive   hygiene  of  a  State. — Function  of  reformatories 

with  special  relationship  to  the  feeble-minded,  the  delinquent, 
the  prostitute,  and  the  crippled. 

7.  Interstate  hygiene: 

(a)  Interstate  agreements  for  protective,  preventive,  and  ag- 
gressive hygiene. 

(h)  Interstate  constructive  hygiene.  Parks,  water  supply, 
highways  and  their  relationship  to  recreation,  to  play, 
and  to  entertainment. 

8.  The  econorrdc  and  social  values  of  intergroup  hygiene  to  the  State. 

IV.  FEDERAL  OR  NATIONAL  HYGIENE  AS  A  DIVISION  OF 
INTERGROUP  HYGIENE. 

The  central  Xational  Government  has  the  authority,  the  power, 
and  the  resource  necessary  for  the  acquisition  and  maintenance  of  a. 
high  grade  of  intergroup  hygiene  for  the  Nation  as  a  whole. 
1.  National  intergroup  educational  hygiene. 

(a)   Federal  intergroup  educational  hygiene. 

(1)  Division  of  school  hygiene,  Bureau  of  Education, 

of  the  Department  of  the  Interior.  Other  divi- 
sions of  the  Bureau  of  Education  engaged  in  edu- 
cational hygiene, 

(2)  The  United  States  Interdepartmental  Social  Hy- 

giene Board  and  its  programs  for  educational 
hj'^giene. 

(3)  Educational  liygiene  in  the  Army. 

(4)  Educational  hygiene  in  the  Xav}^ 

(5)  Educational  h^^giene  in  the  IT.  S.  Pul)lic  Health 

Service. 


103 

1.  National  intergroup  educational  hygiene — Continued. 

(6)   National  intergroup  educational  hygiene  agencies  other 
than  those  of  Federal  origin. 

(1)  Various  educational  foundations. 

(2)  National  educational  associations. 

(3)  The  greater  colleges  and  universities. 

2.  National  mtergvoup  informational  hygiene. 

{a)  Discussion  of  Federal  agencies  engaged  in  acquiring  in- 
formation concerning  scientific  facts  of  hygiene. 

(1)  Medical  service  of  the  Army. 

(2)  Medical  service  of  the  Navy. 

(3)  Medical  service  of  the  U.  S.  Public  Health  Service. 

(4)  Bureau  of  Education. 

(5)  Children's  Bureau. 

(6)  Department  of  Agriculture. 

(7)  Special  commissions. 

(6)  Federal  agencies  engaged  in  distributing  educational  in- 
formation. 

(1)  The  Army. 

(2)  The  Navy. 

(3)  The  Commission  on  Training  Camp  Activities. 

(4)  The  War  Camp  Community  Service. 

(5)  The  United  States  Public  Health  Service. 

(6)  Bureau  of  Education. 

(7)  Children's  Bureau. 

(8)  Bureau  of  Animal  Industry. 

(c)   National  agencies  other  than  governmental  engaged  in 
acquiring  information  concerning  the  laws  of  hygiene. 
(1)'  The   great  universities   and  medical   schools  that 
carry  on  research  activities. 

(2)  Special  laboratories  and  centers  of  investigations 

and  researches. 

(3)  International  Health  Board. 

{d)  The  more  important  national  agencies  other  than  govern- 
mental that  are  engaged  in  distributing  informational 
hygiene. 

(1)  Educational  societies  and  organizations. 

(2)  Medical  associations. 

(3)  Health  societies  and  organizations. 

(4)  Organizations  for  the  control  of  special  diseases, 

such  as  tuberculosis,  gonorrhea,  and  syphilis. 

(5)  The  great  insurance  companies. 

(6)  Societies  and  associatians  concerned  with  construc- 

tive hygiene,  e.  g.,  play,  athletics,  recreation. 

(7)  Certain  magazines,  journals,  and  publishing  houses. 


104 

3.  The  defensive  hygiene  of  the  Nation. — Organizations  and  func- 

tions of  some  of  the  agencies  that  are  concerned  with  national 
protective,  preventive,  remedial,  and  aggressive  hygiene. 
(r(')The  organization  and  functions  of  the  Medical  Corps  of  the 

Army.    Other  provisions  of  the  Army. 
{!>)  The  organization  and  functions  of  the  Medical  Corps  of 
,  the  Navy.    Other  provisions  of  the  Navy. 

{c)  The  organization  and  functions  of  the  U.  S.  Public  Health 

Service. 
{(I)  The  organization  and  functions  of  the  U.  S.  Interdepart- 
mental Social  Hygiene  Board. 
{e)  The  organization  and  functions  of  the  Bureau  of  Animal 

Industry,  Department  of  Agriculture. 
(/)  The  organization  and  functions  of  the  Reel  Cross. 
{g)  The  organization  and  functions  of  the  committees  on  train- 
ing camp  activities  during  the  Great  War. 
(A)   The    organization    and    functions    of    the    International 

Health  Board. 
{i)  Special  commissions  for  aggressive  hygiene. 

(1)  Eradication  of  malaria. 

(2)  The  eradication  of  hookworm. 

(3)  The  eradication  of  yellow  fever. 

(4)  The  eradication  of  cholera. 

(5)  The  eradication  of  typhoid. 

(6)  The  eradication  of  gonorrhea  and  syphilis. 

(7)  The  eradication  of  pellagra. 

(8)  The  eradication  of  trachoma. 

4.  National  constructive  hygiene. 

{a)  Constructive  hygiene  in  the  Army. 

(&)  Constructive  hj^giene  in  the  Navy. 

(c)  Federal  measures  for  adequate  food  supply. 

{d)  Federal  measures  for  recreation,  play,  entertainment,  na- 
tional parks. 

{e)  Federal  measures  for  rest — the  eight-hour  day,  vacation, 
and  so  on. 

5.  National  reconstructive  hygiene. 

(a)  Reconstruction  program  for  the  wounded,  injured,  in- 
valided, and  crippled  in  the  Army  and  in  the  Navy. 
Proo-ram  of  the  U.  S.  Public  Health  Service. 


105 

V.  MILITARY  AND  NAVAL  HYGIENE  AS  A  DIVISION  OF  INTER- 
GROUP  HYGIENE. 

The  armies  in  all  history  up  to  the  campaign  between  Russia  and 
Japan  suffered  more  from  disease  than  from  war.  Good  military 
hj^giene  will  save  more  lives  than  peace  with  the  best  of  the  poor 
hygiene  that  peace  has  yet  been  able  to  apply. 

I.   APPLICATION   TO  THE  INDIVIDUAL   SOLDIER  AND   SAILOR. 

1.  Informational  hygiene  for  the  individual  soldier. 

{a)   Literature. 

(&)  Lectures  and  demonstrations. 

(c)   Medical  examination  and  advice;  importance. 

{d)   Health  warnings  and  their  safe  interpretation. 

{e)   Obsessions,  apprehensions,  misinterpretations  of  feelings. 

(/)   Unsafe  traditions  in  the  Army. 

2.  Protective  measures  in  the  Arfm/  and  Nojvy  in  relation  to: 

(a)   The  agents  that  injure  the  health  of  the  soldier: 

(1)  The  inanimate  agents — mechanical,  physical,  chemi- 

cal. 

(2)  The  animate — bacteria,  protozoa,  and  other  plants 

and  animals. 

(3)  Physiological    influences,    emphasizing    especially 

emotional  influences,  fatigue,  sexual  excesses. 

(4)  Deficiencies  and  deprivations,  emphasizing  impor- 

tance of  interesting  healthful  play,  recreation, 
and  exercise. 

(5)  The  unknown  agents. 
(h)  The  carriers  of  pathogens: 

(1)  The  human  carrier;  emphasize  especially  protection 

against  tuberculosis  and  venereal  diseases. 

(2)  Insect  carriers,  especially  the  louse,  mogquito,  and 

fly. 

(3)  Animal  carriers, 

(4)  Contact  infections;  the  prostitute  and  the  roue. 

(5)  Secondary  carriers;  dust,  dirt, infected  water, milk. 
8.  Habits  of  hodily  care  for  the  soldier  and  the  sailor. 

(a)  Hygiene:  The  skin,  muscles,  bones,  joints,  feet,  nails,  hair, 
ears,  eyes,  nose,  throat,  teeth,  lungs,  heart,  arteries,  cir- 
culation, digestive  tract,  and  digestion,  kidneys,  bowels, 
reproductive  organs,  heredity,  mind,  nerves,  and  emo- 
tions.   Emphasize  especially  care  of  the  feet. 


106 

3.  Habits  of  hodily  care  for  tlie  soldier  and  sailor — Continued. 

{h)  Constructive  h3^o;iene  :  Emphasize  especially  value  of  good 
digestion,  adequate  nourishment  and  excretion,  fresh 
air,  cheerful,  attractive  play,  recreation  and  exercise, 
and  the  right  sort  of  rest.  Emphasize  also  the  supreme 
importance  of  fine  condition  upon  Trhich  to  develop  the 
-i  special  training  for  strength,  endurance,  and  skill  neces- 

sary in  the  life  of  the  soldier. 

4.  IvifOTtance  of  individual  hygiene  of  the  soldier. — It  is  the  stutf 

that  makes  the  Army.  The  sick  soldier  is  a  liability.  The  sol- 
dier that  needlessly  exposes  himself  is  vrorse  than  a  slacker — he 
may  be  as  injurious  to  the  Army  as  a  spy.  The  men  that  fight 
longest  and  harde&l,  the  men  that  can  keep  on  fighting  when 
others  are  "vrorn  out — those  men  will  be  in  the  Army  that  wins. 

II.   APPLICATION  TO  SOLDIERS  IN  GROUPS— THE   TENT. 

The  health  of  a  tent  depends  upon  the  health  standards  of  every 
man  in  the  tent. 

1.  Resjjonsihility  of  each  inan  in  a  tent  or  in  a  harracks  for  good^ 

safe.,  and  regular  habits  of — 
{a)   Health  examination. 
(6)   Bodih'  care  and  care  of  special  organs, 
(c)   Correction  and  repair  of  defects. 

{d)   Health  protection  against  the  causes  and  carriers  of  dis- 
ease. 
{e)   Constructive  hygiene. 

2.  Necessity  for  discipline.,  especially  in  the  matters  of  hygiene  and 

sanitation. 

III.    APPLICATION   TO   THE   MILITARY   CAMP   OR   THE   SHIP. 

The  health  and  therefore  the  fighting  resources  of  a  camp  or  of  a 
ship  depends  upon  the  health  of  every  company  of  which  it  is  com- 
posed. The  man  that  fails  to  take  care  of  himself  hurts  not  only 
himself  but  also  his  company  and  the  larger  unit  of  which  the  com- 
pany is  a  part. 
1.  Importance  of  special  camp  measures  for — 

(a)   Rapid  and  accurate  information  concerning  the  presence 
in  the  camp  of  the  agents  that  injure  health  or  of  the 
carriers  of  disease. 
{I))   TCarly  and  effective  treatment  of  men  sick,  especially  those 

sick  Avith  transmissible  disease, 
(c)   The  establishment  of  drastic  precautions  and  provisions 
for  the  exclusion  of  disease  carriers. 


107 

1.  Importance  of  special  camp  measures  for — Continued. 

{d)  The  practice  of  health  habits  that  save  men's  lives  and 
enable  them  to  fight  longer  and  harder — i.  e.,  habits  of 
health  information,  bodily  care  and  repair,  health  pro- 
tection, and  especially  those  habits  of  constructive  hy- 
giene that  bring  vigor,  strength,  skill,  and  endurance 
(play,  recreation,  exercise,  athletics,  and  special  drills). 

IV.  APPLICATION  TO  THE  ARMY  OR  THE  NAVY. 

The  health  standards  of  the  soldier,  or  of  the  tent,  or  of  the  camp 
can  not  be  higher  than  the  standard  set  by  the  Army  or  Navy  or  by 
the  control  back  of  them. 

1.  Imi^ortance  of  safe  information  and  practical  directions  to  offi- 

cers and  men,  and  the  importance  to  the  central  command  of 
immediate  and  accurate  information  concerning  morbidity  and 
mortality — the  vital  statistics  of  the  Army  and  of  the  Navy. 

2.  Provisions  made  by  the  Army  and  Navy  for  the  examination  and 

treatment  of  men. 

3.  Provisions  for  the  practice  of  habits  of  individual  hygiene — espe- 

cially play,  recreation,  and  athletics. 

4.  Provisions  for  the  exclusion  or  control  of  the  agents  that  injure 

health  and  the  carriers  of  disease. 

V.  APPLICATION    BETWEEN    SOLDIERS    AND    THE    INHABITANTS    OF    TERRITORY 
OCCUPIED— CIVILIAN,   MILITARY,    FRIENDLY,    NEUTRAL,    AND   UNFRIENDLY. 

1.  An  army  has  not  only  its  own  health  problems  to  deal  with ;  it  is 

also  concerned  with  the  health  conditions  in  the  territory  it  occu- 
pies. It  has  also  a  concern  with  the  influence  it  may  have  on  its 
surroundings,  and,  when  its  men  are  discharged,  upon  the  health 
conditions  they  may  find  or  injure  when  they  reach  home. 

2.  Standards  of  hygiene  established  between  opposing  armies  by  in- 

ternational law. 

3.  Provisions  made  between  military  camps  and  their  civilian  en- 

vironmental communities  for  mutual  protection  against  the 
agents  that  injure  health  and  the  carriers  of  disease. 

4.  Recreational  and  athletic  activities  provided  in  camp  environment. 

5.  The  control  of  health  dangers  to  and  from  armies  of  invasion  and 

occupation. 

6.  The  control  of  the  health  hazards  that  attend  demobilization  and 

return  to  civilian  life. 


108 

VI.  INTERNATIONAL  HYGIENE. 

1.  International  educational  hygiene. 

(a)   International  educational  commissions. 
(7))   International  congi-esses  on  tuberculosis,  hygiene,  and  de- 
mography and  school  hygiene. 
(c)   International  functions  of  the  Eed  Cross. 
Xd)   An  international  board  of  health. 

2.  Internatio7ial  informational  hygiene. 

{a)   International  commissions  established  for  scientific  inves- 
tigations. 
(5)   International  vital  statistics. 

3.  I nternationcd    defensive    hygiene. — National    agencies    concerned 

with  preventive,  protective,  remedial,  and  aggressive  hygiene 
in  their  international  relationships. 

{a)   Problems  of  immigration  and  emigration. 
{}j)   Problems  connected  with  international  highways,  water- 
ways, canals,  travel,  transportation  of  animals,  and  ani- 
mal products. 

REFERENCES. 

RURAL  INTERGROUP  HYGIENE. 


Author. 


Title. 


Andress Health  Education  in  Rural  Schools. . 

Bashore Outlines  of  Practical  Sanitation 

Brevrer j  Rural  Hygiene 

Broadhurst Home  and  Communitv  Hygiene 

Brown {  Health  in  Home  and  Town 

Fredericksen The  Story  of  ^Milk 

Klein Milk  H vcriene 

0?den  and  Cleve-     Practical  Methods  of  Sewage  Disposal. 


land. 

Ross 

Wood-. 


Publisher. 


The  Prevention  of  Malaria .  . . . 
Sanitation  Practically  Applied. 


Houghton  :^rifflin  Co. 
John  Wiley  &  Sons. 
J.  B.  Lippincott  Co. 
Do. 

D.  C.  Heath  &  Co. 
The  MacMillan  Co. 
J.  B.  Lippincott  Co. 
John  Wiley  &  Sons. 

E.  P.  Dutton  &  Co. 
John  Wilev  &  Sons. 


MUNICIPAL  HYGIENE. 


Allen Civics  and  Health 

Ash j  Organization  in  Accident  ProA-ention . 

Bashore Sanitation  of  Recreation  Camps  and 

i       Parks. 
Bowen Safeguards  for  City  Youth  at  Work 

■      and  at  Play. 

Broadhin-st Home  and  Community  Hygiene 

lirown i  Health  in  Home  and  Town 

Cabot '  Social  Work 

Capes Municipal  Housecleaning 

Foster ;  The  Social  Emergency 

Gerhard !  Modem  Baths  and  Bath  Houses 

Godfrey The  Health  of  the  City 

Hodge-Dawson  .  .  . .  |  A  Civic  Biology 

Hunter 1  Civic  Biologv' 

Hutchinson j  Community  Hygiene 

Kneeland '  Commercialized  Prostitution  in  New 

j      York  City. 
Xewmayer I  Medical  Inspection  of  Schools 


Ginn  &  Co. 

McGraw-Hill  Book  Co. 
John  Wiley  &  Sons. 

The  McMillan  Co. 

J.  B.  Lippincott  Co. 

D.  C.  Heath  &  Co. 
Houghton  Mifflin  Co. 

E.  P.  Dutton  &  Co. 
Houghton  Mifflin  Co. 
John  Wiley  &  Sons. 
Houghton  Mifflin  Co. 
Ginn  &  Co. 
American  Book  Co. 
Houghton  Mifflin  Co. 
The  Century  Co. 

Lea  &  Febiger. 


109 


References — Continued. 
MUNICIPAL  HYGIENE— Continued. 


Author. 


Title. 


Ogden  and  Cleve-  PracticalMethodsofSevrage  Disposal, 
land. 

Overton I  The  Health  Officer 

Parsons i  Disposal  of  Municipal  Refuse 

Price I  Handbook  on  Sanitation 

Race !  Examination    of    Milk    for    Public 

j  Health  Purposes. 

Richards Cost  of  Cleanness 

Von  Behring The  Suppression  of  Tuberculosis 

Wood Sanitation  Practically  Applied 


Publisher. 


John  Wiley  &  Sons. 

W.  B.  Saunders  Co. 
John  Wiley  &  Sons. 

Do. 

Do. 

Do. 
Do. 
Do. 


STATE  HYGIENE. 


Blaii- 

Colman... 
Egbert . . . 
Endleman 
Gardner . . . 
Gerhard . . 

Hill 

MacXutt-. 
Price .... 
Race 

Tuttle  .  .  . . 
"^Tiipple-. 


Public  Hygiene 

The  People's  Health 

Hygiene  and  Sanitation 

Meat  Hygiene 

Practical  Sanitation 

Guide  to  Sanitary  Inspections 

Sanitation  for  Public  Health  Xurses . 

Manual  for  Health  Officers 

Handbook  on  Sanitation 

Examination    of    Milk    for    Public 
Health  Purposes. 

Principles  of  Public  Health 

State  Sanitation 


The  Gorhan  Press. 
The  MacMillan  Co. 
Lea  &  Febiger. 

Do. 
C.  V.  Mosby  Co. 
John  Wiley  &  Sons. 
The  MacMillan  Co. 
John  Wiley  &  Sons. 

Do. 

Do. 

World  Book  Co. 
Harvard    University 
Press. 


NATIONAL  INTERGROUP  HYGIENE. 


Allen 

Brainard 

Fielding 

Fisher-Fisk 

Flexner 

Fosdick  &  Flexner. 

Gardner 

Goddard 

Gorgas 

Havard 

Hemenwav 

Hill ■ 

Hutchinson 

Leland 

March 

McCann 

Overlock 

Pani 

Parkes 

Price 

Pryor 

Richards 

Ross 

Sedwick 

Tuttle 

Vedder 

Do 

W' hippie 


Keeping  our  Fighters  Fit  for  War  and 

After. 
Organization  of  Public  Health  Nursing! 

Sanity  in  Sex 

Health  for  the  Soldier  and  Sailor.  .  . . 

Prostitution  in  Europe 

Police  and  Prostitution  in  the  U.  S. . .' 

Public  Health  Nursing [ 

Feeblemindedness 

Sanitation  in  Panama 

Militarjr  Hygiene 

American  Pubhc  Health  Protection 

The  New  Public  Health 

Ci\'ilization  and  Health 

Sanitation  in  Vv'ar 

Towards  Racial  Health 

The  Starving  World 

The  Working  People 

Hygiene  in  Mexico 

Hygiene  and  Public  Health 

Hygiene  and  Public  Health 

Naval  Hygiene 

Conservation  by  Sanitation 

The  Prevention  of  Malaria 

Science  and  the  Public  Health 

Principles  of  Public  Health 

Syphilis  and  the  Public  Health 

Sanitation  for  Medical  Officers 

Vital  Statistics 


The  Century  Co. 

The  MacMillan  Co. 
Dodd,  Mead  &  Co. 
Funk  &  V\'agnalls  Co. 
The  Century  Co. 

Do. 
The  MacMillan  Co. 

Do. 

D.  Appleton  &  Co. 
Wm.  Wood  &  Co. 
Bobbs-Merrill  Co. 
The  MacMillan  Co. 
Houghton,  Mifflin  Co. 
P.  Blakiston's  Son  &  Co. 

E.  P.  Dutton  &  Co. 
G.  H.  Doran  &  Co. 
The  Blanch ard  Press. 
G.'P.  Purnam's  Sons. 

P.  Blakiston's  Son  &  Co. 
Lea  &  Febiger. 
P.  Blakiston's  Son  &  Co. 
John  V\'ilev  &  Sons. 
E.  P.  Dutton  &  Co. 
The  MacMillan  Co. 
V\'orld  Book  Co. 
Lea  &.  Febiger. 

Do. 
John  Wiley  &  Sons. 


110 

Publications  that  may  be  secured  throuirh  the  United  States  Puljlic 
Health  Service.  T\"ashington.  D.  C. : 

RURAL  IXTflRGROUr  HYOIEXE. 

Hep.        504.  The  Treatment  of  Sewage  from   Single  Hon.<;e.s  and  Small  Com- 
mimitie.s.     By  Earle  B.  Phelps.     Feb.  14.  1919. 
*J7.  Safe  Milk  for  the  Small  Town.     By  K.  E.  Miller.     Dec.  13,  1918. 
46.  What  the  Local  Health  Officer  Can  Do  in  the  Prevention  of  Ty- 
phoid   Fever.     By    L.    L.    Liimsden,    Feb.    4.    1910.     14    pages. 
Paper. 
V.  D.  B.    43.  The  Pul>lic  Health  Nurse  and  Venereal  Disease  Control.     A  Pam- 
phlet   Showing    Opportunities    for    Useful    Work    in    the   Fight 
Again.st  Venereal  Diseases. 
11.  Venereal  Diseases — ^A  Public  Health  Problem  for  Civilian  Com- 
munities.    A  One-page  Pamphlet  Containing  Graphs  Showing  the 
Prevalence  of  Venereal  Diseases. 
7.  The  Problem  of  Sex  Education  in  the  Schools.     A  Pamphlet  for 
Educators. 
P.  H.  B.    77.  Rural  School  Sanitation,  Including  the  Physical  and  Mental  Status 
of  School  Children  of  Porter  County,  Ind.     By  Taliaferro  Clark, 
G.  L.  Collins,  and  W.  L.  Treadway. 
69.  Typhoid  Fever :  Its  Catisation  and  Prevention.     By  L.  L.  Lumsden. 
May,  191-5. 

VILLAGE  AND  CITY  HYGIENE. 

Ren.        497.  Safe  Milk  for  the  Small-Town.     By  K.  E.  INIiller.     Dec.  13,  1918. 

439.  Appropriations  for   City  Health  Departments.     Summary  of  Ex- 
penditures of  3.30  Cities  in  the  Central  and  Eastern  United  States 
for  Public  Health  Work.     By  Paul  Preble.     Dec.  7.  1917. 
.395.  Typhoid  Fever  and  Municipal  Administration.     By  A.  W.  Freeman. 

May  4,  1917. 
.392.  A  Progi-am  of  Public  Health  for  Cities.     By  W.  C.  Rucker.     Apr.  6, 
1917. 
46.  What  the  Local  Health  Officer  Can  Do  in  the  Prevention  of  Typhoid 
Fever.     By  L.  L.  Lumsden.     Feb.  4,  1910.     14  pages.     Paper. 
V.  D.  B.    43.  The  Public  Health  Nurse  and  Venereal  Disease  Control.     A  Pam- 
phlet   Showing    Opportunities    for    Useful    Work    in    the    Fight 
Against  Venereal  Di.sea.ses. 
89.  Compilation    of    Suggested    and    Adjudicated    Ordinances    Which 
Have  Proved   Successful  in   Combating   Venereal   Diseases.     A 
Compilation  of  Ordinances  for  Adoption  by  Municipalities  Deal- 
ing with  Prostitution  and  Venereal  Diseases. 
11.  Venereal  Diseases — A  Public  Health  Problem  for  Civilian  Com- 
munities.    A  one-page  Pamphlet  Containing  Graphs  Showing  the 
Prevalence  of  Venereal  Diseases. 
7.  The  Problem  of  Sex  Education  in  the  Schools.     A  Pamphlet  for 
Educators. 


Ill 

p.  H.  B.  73.  Tuberculosis  Among  Industrial  Workers :  Report  of  an  Investiga- 
tion Made  in  Cincinnati,  with  Special  Reference  to  Predisposing 
Causes.    By  D.  E.  Robinson  and  .J.  G.  Wilson.  March.  1916.    Re- 
^^sed  March,  1919. 
.69.  Typhoid  Fever:  Its  Causation  and  Prevention.    By  L.  L.  Lumsclen. 

May.  1915. 
58.  Open-air    Schools   for    the    Cure    and    Prevention    of   Tuberculosis 
Among  Children.    By  B.  S.  Warren.    October.  1912. 

STATE    IXTERGROrP    HYGIENE. 

H.  L.  B.  89.  Sewage   Pollutiou   of   Interstate   and    International  Waters,    with 
Special  Reference  to  the  Spread  of  Typhoid  Fever.     YI.     The 
Missouri  River  from  Sioux  City  to  its  ^Mouth.     By  Allan  .7.  Mc- 
Laughlin.   May,  191.3.    S4  pages.     Paper. 
Supp.       15.  The  Administi"ation  of  a  Yelldw  Fever  Campaign.     By  William  C. 

Rucker,  June  12,  1911. 
Rep.       285.  The  Model  State  Law  for  ilorbidity  Reports.     As  amended  by  the 
Thirteenth  Annual  Conference  of  State  and  Territorial  Health 
Authorities  with  the  U.   S.  Public  Health  Service,  Wa.shington. 
May  13,  1915.     .July  2,  1915. 
171.  Public  Health  Administration.     The  Factors  upon  which  its  Effi- 
ciency Depends.    By  W.  C.  Rucker.    March  6.  1914. 
46.  What  the  Local  Health  Officer  Can  Do  in  the  Prevention  of  Tyiihoid 
Fever.    By  L.  L.  Lumsden.    February  4,  1910.     14  pages.     Paper. 
Y.  D.  B.  43.  The  Public  Health  Nurse  and  Yenereal  Disease  Control     A  Pam- 
phlet   Showing    Opportunities    for    Useful    Work    in    the    Fight 
Against  Yenereal  Diseases. 
89.  Compilation  of  Suggested  and  Adjudicated  Ordinances  which  have 
Proved  Successful  in  Combating  Yenereal  Diseases.     A  compila- 
tion of  Ordinances  for  Adoption  by  Municipalities  Dealing  with 
Prostitution  and  Yenereal  Diseases. 
11.  Yenereal  Disease — A  Public  Health  Problem  for  Civilian  Commu- 
nities.    A  one-page  Pamphlet   Containing  Graphs   Showing  the 
Prevalence  of  Yenereal  Diseases. 
7.  The  Problem  of  Sex  Education  in  the  Schools.     A  Pamphlet  for 
Educators. 
P.  H.  B.  88.  Malaria  Control.     A  Report  of  Demonstratidn   Studies  Conducted 
in  Urban- and  Rural  Sections.     By  R.  C.  Derivaux.  H.  A.  Taylur. 
and  T.  D.  Haas.     1917. 
78.  Tuberculosis  Among  Industrial  Workers :  Report  of  an  Investiga- 
tion Made  in  Cincinnati,  With  Special  Reference  to  Predisposing 
Causes.    By  D.  E.  Robinson  and  J.  G.  Wilson.     March,  1916.     Re- 
vised March.  1919. 
69.  Typhoid  Fever :  Its  Causation  and  Prevention.     By  L.  L.  Lumsden. 

May,  1915. 
54.  Organization,  Powers,  and  Duties  of  Health  Authorities.  An  Analy- 
sis of  the  Laws  and  Regulations  Relating  Thereto  In  Force  in  the 
United  States.  By  J.  W.  Kerr  and  A.  A.  Moll.  August,  1912. 
52.  A'accination.  An  Analysis  of  the  Laws  and  Regulations  Relating 
Thereto  in  Force  in  the  United  States.  Containing  Court  Deci- 
sions and  a  Summary  of  Some  Foreign  Yaccination  Laws.  By 
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H.  L.  B.  89.  Sewage    Pollution    of   Interstate    and    International   Waters,    with 
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Laughlin.   May,  1913.     84  pages.     Paper. 
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Rucker.     June  12,  1914. 
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Proved  Successful  in  Combating  Venereal  Diseases.     A  Compila- 
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11.  Venereal  Disease — A  Public  Health- Problem  for  Civilian  Communi- 
ties.   A  one-page  Pamphlet  Containing  Graphs  Showing  the  Preva- 
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76.  Health  Insurance:  Its  Relation  to  the  Public  Health.     By  B.   S. 

Warren  and  Edgar  Sydenstricker.    March,  1916. 
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Rep.     368.  Drinking  Water  on  Interstate  Carriers.     A  Study  of  Conditions  on 
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PUBLICATIONS   THAT   MAT  BE   SECURED   THROUGH   THE   AMERICAN    SOCIAL, 
HYGIENE   ASSOCIATION,    105    WEST   FORTIETH    STREET,   NEW    YORK    CITY. 

RURAL  INTERGROUP  HYGIENE. 


Bui.  No. 


Title. 


Author. 


117 

124 


What  Some  Communities  Have  Done  for  the  Protec- 
tion of  Morals  and  Health  of  Soldiers  and  Sailors. 
Community  Control  of  the  Venereal  Diseases...... 


Bascom  Johnson. 
Frank  J.  Osborne. 


VILLAGE  AND  CITY  HYGIENE. 


41 

59 
73 

74 

109 
117 


124 

182 


Home  and  Community 

Prostitution  and  the  Police 

Segregation  of  Prostitution  and  the  Injunction 
and  Abatement  Law. 

State  Laws  concerning  White  Slave  Traffic,  Keep- 
ing Disorderly  Houses,  and  the  Age  of  Consent. 

Washington,  the  Cleanest  Capital  in  the  World 

What  Some  Communities  Have  Done  for  the  Pro- 
tection of  the  Morals  and  Health  of  Soldiers  and 
Sailors. 

Community  Control  of  Venereal  Diseases 

Law  Enforcement 


Raymond  B.  Fosdick. 


David  Lawrence. 
Bascom  Johnson. 


Frank  J.  Osborne. 


STATE  INTERGROUP  HYGIENE. 


7 
45 
59 

74 

116 

132 

180 
182 
185 


The  Regulation  of  Prostitution  in  Europe 

Morals  and  Venereal  Diseases 

Prostitution  and  the  Police 

State    Laws    Concerning    White    Slave    Traffic, 

Keeping  Disorderly  Houses,  and  Age  of  Consent 
Recent  Progress  in  New  York's  Venereal  Disease 

Campaign. 
California  Program  for  the  Prevention  of  Venereal 

Diseases. 

Mothers  of  America 

Law  Enforcement 

The  Massachusetts  Plan 


Abraham  Flexner.   • 
Edward  L.  Keyes,  jr. 
Raymond  B.  Fosdick.. 


Louis  Chargin,  M.  D. 
William  A.  Sawyer,  M.  D 
Dr.  Mabel  S.  Ulrich. 
A.  N.  Thomson. 


2058—20- 


114 


NATIONAL  INTERGROUP  HYGIENE. 


Bui. No. 

Title. 

Author. 

7 

The  Regulation  of  Prostitution  in  Europe 

Abraham  Flexner. 

45 

Morals  and  Venereal  Disease 

Edward  L.  Keyes,  jr. 
Otto  May,  M.  D. 

Charles  E.  Riggs,  M.  D. 
William  F.  Snow. 

61 

74 

100 
108 

The  Prevention  of  Venereal  Diseases  in  the  Army. 
State    Laws    Concerning    White    Slave    Traffic, 
^   Keeping  Disorderly  Houses,  and  Age  of  Consent. 

A  Study  of  Venereal  Prophylaxis  in  the  Navy 

Social  Hygiene  and  the  War 

121 

Vice  Repression  as  a  War  Policy 

Walter  Clark 

149 
159 

Venereal  Diseases  in  the  Army,  Navy,  and  Com- 
munity. 
Social  Hygiene  and  the  War 

Rt.  Rev.  Wm.  Lawrence. 
Katherine  B.  Davis. 

168 

Social  Hygiene  Legislation  in  1917 

Joseph  Mayer. 
William  A.  Bradley. 

175 

The  Social  Hygiene  Sergeant 

180 

Mothers  of  America 

Dr  Mabel  S.  Ulrich. 

182 

Law  JEnforcement .... 

233 

;234 

235 
236 

The  Public  Health  Campaign  Against  Venereal 

Diseases. 
The  Work  of  the  United  States  Interdepartmental 

Social  Hygiene  Board. 
The  Sixth  Division  of  the  Bureau  of  Navigation.. 
The  Red  Cross  Conference  at  Cannes 

C.  C.  Pierce. 

Thomas  A.  Storey. 

C.  B.  Mayo. 
W.  F.  Snow. 

241 

Public  Health  Education  and  the  American  Army 
in  France. 

C.  E.  Barr. 

o 


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